The document provides principles and guidelines for teaching learners with special needs, including structuring the physical learning environment to minimize distractions, using a properly sequenced curriculum, and adjusting teaching styles based on student progress. It outlines goals of developing reading, vocabulary, and comprehension skills. Suggested activities target word discrimination, vocabulary building, and reading comprehension.

4. I. PRINCIPLES AND
GUIDELINES
• Structure is needed in the
physical setting or learning
environment to minimize
distractions.
• By using dividers and designing
specific work areas of classroom,
learning may be facilitated.

5. • Structuring also applies to the use of
properly sequenced activities from the most
simple gradually moving on the complex
learning task.
• Use instructional materials that these
learners can actually manipulate.
• As these children progress in their learning
capabilities, SPED teachers may have to
adjust their teaching styles commensurate
with their improved capacities to learn.

6. • The use of functional curricula is an
important guideline in teaching these
children. These learners should be
taught skills and concepts that are
relevant to their needs.
• A structured curriculum must enable
these learners to be less dependent
on their caregivers and members of
their family and respond to and
enjoy learning for holistic
development.

7. • The use of reinforcement is another
important guidelines in teaching
these learners.
• Reinforcements of varied types
motivate these children to learn and
achieve.
• SPED teachers should work closely
with the families and caregivers of
these children to facilitate transfer
of learning or application of learned
concepts and skills in their homes.

8. II. GOALS
• To acquire competencies in word
discrimination for basic and
functional reading and meaningful
communication.
• To develop a wide vocabulary for
academic and practical pursuits.
• To equip oneself with comprehension
skills in reading and related areas
for leisure and learning.

9. III. OBJECTIVES
A. Word Discrimination
• To match similar words
• To pick out the word which does not belong to a
set.
• To pick out the correctly-spelled word from a
given set of options.
• To match words with their pictorial
representations.
• To supply missing letters of given word with
pictorial clues.
• To correct misspelled words.
• To choose the correct words based on word

10. B. Vocabulary Building
• To name objects in pictures.
• To answer riddles.
• To form other words from a stimulus
word.
• To play scrabble or boggle to form
words.
• To give synonyms of words.
• To give antonyms of words

11. • To complete a phrase to form a short
sentence given a pictorial clue.
• To define words.
• To describe objects in pictures.
• To name objects or items in groceries
and other places.
• To read road signs, labels and billboards.
• To classify words:
• Naming words (nouns)
• Doing words (verbs)
• Describing words (adjectives)

12. C. Reading Comprehension
• To read with comprehension sentences
printed or written on posters,
announcements, notes and the like.
• To read and comprehend by noting details.
• To read short selection with comprehension
specifically by:
• Noting details
• Getting main idea
• Sequencing events
• Making simple inferences
• Acting out specific passages
• Drawing the moral of a selection

13. • To make social judgments concerning
given hypothetical situations.
• To answer questions to test logical
thinking or reasoning.
• To answer questions to test the ability
to see cause and effect relationship.
• To follow a set of instructions or
procedures as a in a recipe and a
manual for operating a simple tool or
appliances.

14. IV: Target Skills and
Suggested Activities
Lian Hope C. Barot
Reporter

15. Word Discrimination
Matching similar words
Activity: Let the child match the words in
one column with similar words in another
column.
Column A Column B
sister baby
mother sister
brother father
baby brother
father mother

16. Pick out the word which does not belong to a set
Activity: Let the child mark with a cross (x) the
word which is different from the others in a given
set of words.
Examples:
• baby baby baby boy
• sister sister brother sister
• mother brother mother mother
• boy boy toy boy
• father father flower father

17. Vocabulary Building
• Naming objects in pictures
• Activity 1: Ask the child to name
the object in a picture.
• Examples:
• Picture of a flower
• picture of a chair
• picture of a bed

18. Activity 2: Let the child identify
different objects in a composite
picture with many objects in it.
Example:
Picture of a school
Possible objects in the picture: flag,
children, window, door, teacher,
plants, etc.

19. Reading Comprehension
Reading and comprehending sentences.
Activity 1: Ask the child to carry out
directions printed or written on
flashcards or the blackboard.
Examples:
Run to the door.
Stand near the window.
Put your bag on the table.
Write your name on the board.
Jump three times.

20. Activity 2: Let the child read a sentence
written on the blackboard or flashcard.
Ask the child to answer questions about the
sequence read.
Example 1:
The children are eating in the canteen.
Teacher asks the following questions:
1. Who are eating?
2. Where are they eating?

21. Example 2:
Mother went to market to buy food.
Teacher asks the following questions:
1. Where did mother go?
2. What will mother buy?