Learners With Exceptionalities

Goal: Making Special Children Learn

        Every teacher comes to school with a plan for the benefit of the whole class. A plan gives the teacher a direction and focus for the entire duration of the lesson. Special education teacher's plan is not for the entire class but rather for an individual child. This is called Individual Education Plan, or IEP. it is legal document made through with special education assessment, eligibility, and instructional planning procedures (Friend,2008). Based on the child disability, a pool of professionals administers the procedures with the consents and knowledge of parents and or guardian. IEPs are effective deploy - support curriculum and assessment and organizational flexibility and observed to ensure that provision and assessment take place and relate to activities that are additional to or different from the usual (Farrell, 2004). IEP is a planning tool where knowledge and skills are systematically taught. Differentiated steps and Teaching requirements are needed to help the pupil reach the IEP learning target.

Introduction
       A God-fearing individual envisions every child with special need to possess an adequate knowledge of the basics of education helping him\her to realize his/her dream through the utilization of his/her potentialities and expressions without the fear of being ridiculed by others. RA 7277 ( Magna Carta for Disabled Person) described persons with disabilities are part of the Philippine society and so the State shall give full support to the improvement of the total well-being of disabled persons and their integration into the mainstream of society. Educating students with physical, mental and behavioral problems is everyone's concern. Moreover, teachers must be able to redirect his/her teaching  techniques for children like them.

What is Special Education?

Special education, in short SpEd, is an individually planned and systematically implemented and carefully evaluated instruction to help exceptional children achieve the greatest possible personal self-sufficiency and success in present and future nenvironments (Inciong, et al 2007). Every child in the SpEd classroom is provided with individualized programs that will focus on enhancing the child's sphere of development. Teachers must be employ effective strategies that will lead the Children with Special Needs (CSNs) to embark into a quality of life making them independent, integrated and contributing members of society.

What are the types of disabilities?   

Not  one is authorized to label the segregate children with identified disability if the child is not submitted for a legitimate assessment. The evaluation will serve as a functional and meaningful tool that will emphasize the child's disability. Assessment in special education is based on the same principles of assessment in the general education classroom. Behavior is observed, progress is evaluated, and a program is planned.The special educator has a professional responsibility to be accountable for each assessment  decision (Overton, 1992). Thus , testing and follow-up is a necessity for each special education teacher to perform.

     The following are the common types of disabilities that may be identified after thorough assessment of the child:

  Autism spectrum disorder (ASD) is a complex developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. ASD is defined by a certain set of behaviors and is a “spectrum condition” that affects individuals differently and to varying degrees. There is no known single cause of autism, but increased awareness and early diagnosis/intervention and access to appropriate services/supports lead to significantly improved outcomes. Some of the behaviors associated with autism include delayed learning of language; difficulty making eye contact or holding a conversation; difficulty with executive functioning, which relates to reasoning and planning; narrow, intense interests; poor motor skills’ and sensory sensitivities. Again, a person on the spectrum might follow many of these behaviors or just a few, or many others besides. The diagnosis of autism spectrum disorder is applied based on analysis of all behaviors and their severity.

In 2016, the Centers for Disease Control and Prevention issued their ADDM autism prevalence report. The report concluded that the prevalence of autism had risen to 1 in every 68 births in the United States – nearly twice as great as the 2004 rate of 1 in 125 – and almost 1 in 54 boys. The spotlight shining on autism as a result has opened opportunities for the nation to consider how to serve families facing a lifetime of supports for their children. In June 2014, researchers estimated the lifetime cost of caring for a child with autism is as great as $2.4 million. The Autism Society estimates that the United States is facing almost $90 billion annually in costs for autism. (This figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, related therapeutic services and caregiver costs.)

Know the signs: Early identification can change lives

Autism is treatable. Children do not “outgrow” autism, but studies show that early diagnosis and intervention lead to significantly improved outcomes.

Here are some signs to look for in the children in your life:

• Lack of or delay in spoken language
• Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects)
• Little or no eye contact
• Lack of interest in peer relationships
• Lack of spontaneous or make-believe play
• Persistent fixation on parts of objects

http://www.autism-society.org/what-is/

 

2. Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders. ADHD is a broad term, and the condition can vary from person to person. There are an estimated 6.4 million diagnosed children in the United States, according to the Centers for Disease Control and Prevention.

This condition is sometimes called attention deficit disorder (ADD), but this is an outdated term. The term was once used to refer to someone who had trouble focusing but was not hyperactive. The American Psychiatric Association released the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) in May 2013. The DSM-5 changed the criteria to diagnose someone with ADHD.
Keep reading to learn more about the types and symptoms of ADHD.

Types of ADHD

There are three types of ADHD:
1. Inattentive
Inattentive ADHD is what’s usually meant when someone uses the term ADD. This means a person shows enough symptoms of inattention (or easy distractibility) but isn’t hyperactive or impulsive.
2. Hyperactive/impulsive
This type occurs when a person has symptoms of hyperactivity and impulsivity but not inattention.
3. Combined
Combined ADHD is when a person has symptoms of inattention, hyperactivity, and impulsivity.

Inattention

Inattention, or trouble focusing, is one symptom of ADHD. A doctor may diagnose a child as inattentive if the child:

• is easily distracted
• is forgetful, even in daily activities
• is unable to give close attention to details in school work or other activities and makes careless mistakes
• has trouble keeping attention on tasks or activities
• ignores a speaker, even when spoken to directly
• doesn’t follow instructions
• fails to finish schoolwork or chores
• loses focus or is easily side-tracked
• has trouble with organization
• dislikes and avoids tasks that require long periods of mental effort, such as homework
• loses vital things needed for tasks and activities

Hyperactivity and impulsivity

A doctor may diagnose a child as hyperactive or impulsive if the child:

• appears to be always on the go
• talks excessively
• has severe difficulty waiting for their turn
• squirms in their seat, taps their hands or feet, or fidgets
• gets up from a seat when expected to remain seated
• runs around or climbs in inappropriate situations
• is unable to quietly play or take part in leisure activities
• blurts out an answer before someone finishes asking a question
• intrudes on and interrupts others constantly

Learn more: 7 Signs of attention deficit hyperactivity disorder (ADHD) »

Other symptoms

Inattention, hyperactivity, and impulsivity are important symptoms for an ADHD diagnosis. In addition, a child or adult must meet the following criteria to be diagnosed with ADHD:

• displays several symptoms before the age of 12
• has symptoms in more than one setting, such as school, at home, with friends, or during other activities
• shows clear evidence that the symptoms interfere with their functioning at school, work, or in social situations
• has symptoms that are not explained by another condition, such as mood or anxiety disorders

 https://www.healthline.com/health/adhd/difference-between-add-and-adhd

Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information. Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.

Problems with reading, writing, and math

Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.

Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:

• letter and word recognition
• understanding words and ideas
• reading speed and fluency
• general vocabulary skills

Learning disabilities in math (dyscalculia)

Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses. A child’s ability to do math will be affected differently by a language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization.
A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5x5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.

Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.
Symptoms of a written language learning disability revolve around the act of writing. They include problems with:

• neatness and consistency of writing
• accurately copying letters and words
• spelling consistency
• writing organization and coherence

Other types of learning disabilities and disorders

Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.

Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.
Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain something or communicate with someone else.
Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of speech, directions, etc.

Auditory and visual processing problems: the importance of the ears and eyes

The eyes and the ears are the primary means of delivering information to the brain, a process sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can suffer.
Auditory processing disorder – Professionals may refer to the ability to hear well as “auditory processing skills” or “receptive language.” The ability to hear things correctly greatly impacts the ability to read, write and spell. An inability to distinguish subtle differences in sound, or hearing sounds at the wrong speed make it difficult to sound out words and understand the basic concepts of reading and writing.
Visual processing disorder – Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye–hand coordination. Professionals may refer to the work of the eyes as “visual processing.” Visual perception can affect gross and fine motor skills, reading comprehension, and math.

Common types of learning disabilities

Dyslexia – Difficulty with reading

• Problems reading, writing, spelling, speaking

Dyscalculia – Difficulty with math

• Problems doing math problems, understanding time, using money

Dysgraphia – Difficulty with writing

• Problems with handwriting, spelling, organizing ideas

Dyspraxia (Sensory Integration Disorder) – Difficulty with fine motor skills

• Problems with hand-eye coordination, balance, manual dexterity

Dysphasia/Aphasia – Difficulty with language

• Problems understanding spoken language, poor reading comprehension

Auditory Processing Disorder – Difficulty hearing differences between sounds

• Problems with reaiding, comprehension, language

Visual Processing Disorder – Difficulty interpreting visual information

• Problems with reading, math, maps, charts, symbols, pictures

https://www.helpguide.org/articles/autism-learning-disabilities/learning-disabilities-and-disorders.htm

 
4. Mental Retardation, once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound.

What is intellectual disability?

Someone with intellectual disability has limitations in two areas. These areas are:

• Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions, and solve problems.
• Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to communicate effectively, interact with others, and take care of oneself.

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of people scoring between 85 and 115. A person is considered intellectually disabled if he or she has an IQ of less than 70 to 75.
https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1

5. Physical Impairments
Students with physical impairments may have difficulties with mobility, manual dexterity and speech. Some would use a wheelchair all or some of the time. They might need support with personal care. Some physical impairments are fluctuating in impact and, as with all disabled students, it is important to talk to the student about what is most useful to them.

How do physical impairments impact on study?

A student with a physical impairment may have difficulty with managing the distance between different learning activities, with carrying materials, notetaking, practicals and may take longer to ask or answer questions. For more information about working with students with speech impairments. .

Supporting and teaching students with physical impairments

Many principles of Inclusive Teaching are beneficial for students with physical impairments. Particular examples are highlighted below:

• Written feedback (in an accessible format) is useful as it avoids the student needing to write notes while discussing matters of relevance
• Provision of lecture and supervision handouts in advance so any electronic notes can be made during the lecture/supervision
• Extended library loans
• Permission to record lectures
• Reserved seating in lectures to ensure the student can find an accessible seat
• Timetables to accommodate the time it takes to travel between different learning activities
• Consistent timetables and locations for all teaching activitiesThese adjustments should be available to students with a physical impairment:
  
• Regular meetings with tutors and Directors of Studies should be coordinated to review adjustments and ensure that a student's support requirements are being met
• 24 hours' notice of change of venue whenever possible, given via an accessible format. This is to ensure the student can find the venue and arrange human support if necessary
• Rest breaks may be needed due to fatigue. On occasion extended deadlines may also be required
• Support with practicals which may include an assistant, additional assistance with set up
• Preparation well in advance for fieldwork to ensure the field work is accessible and to enable the student to prepare.

https://www.disability.admin.cam.ac.uk/staff-supporting-disabled-students/teaching-disabled-students/understanding-effects-impairments-6

6. Gifted and TalentedChildren are gifted when their ability is significantly above the norm for their age.

Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science.

It is difficult to estimate the absolute number of gifted children in the U.S. and the world because the calculation is dependent on the number of areas, or domains, being measured and the method used to identify gifted children. However, many consider children who are in the top 10 percent in relation to a national and/or local norm to be a good guide for identification and services.
It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.


7. Other types of disabilities that need further readings by non-special education students are Tourette syndrome, Down syndrome , traumatic brain injury and emotional behavior disturbance.
The Special Education (SpED) Curriculum

Education Path

Educational Pathways for Students with Special Needs
Printable Version (44kb .pdf)

Educational Pathways for Students with Sensory Impairment

Students with sensory-impairment who are able to access mainstream curriculum, sit for the Primary School Leaving Examination (PSLE). If successful, they leave SPED schools to continue their education in mainstream secondary schools. These students attend regular classes in mainstream secondary schools and follow the mainstream curriculum.
Currently there are 6 designated secondary schools for sensory impaired students who need specialised support. The schools are listed in the table below:

Disability	Designated Schools
Hearing-loss (communicating using Signing)	Beatty Secondary School
Hearing-loss (communicating using Oral approach)	Outram Secondary School St Anthony’s Canossian Secondary School
Visual-Impairment	Ahmad Ibrahim Secondary School Bedok South Secondary School Dunearn Secondary School

The designated schools have additional support including resource teachers to help the hearing-loss and visual impairment cope with the national. MOE also provides assistive devices, e.g. FM equipment, Braille Notebook Computers and talking calculators to further support these students.

Educational Pathways for Students with Intellectual Disability

Students with intellectual disability, who meet the eligibility criteria, will undergo a vocational education programme resulting in national vocational certification such as ITE Skills Certificate (ISC) and WDA Workforce Skills Qualifications (WSQ). Delta Senior School (DSS) is certified as an Approved Training Organisation (ATO) while Metta School is certified as an Approved Training Centre (ATC).
Students who are unable to go to mainstream secondary or post-secondary education, or find open employment upon leaving school, will proceed to one of the training centres or workshops run by Volunteer Welfare Organisations (VWOs). Such training equips them with the necessary skills for employment. Those who are able are placed in open employment whilst those who require more supervision attend production sheltered workshops or work activity centres.

SPED Curriculum Framework

The SPED Curriculum Framework – Living, Learning and Working in the 21st Century

Our vision is for students with moderate-to-severe special educational needs to be “Active in the Community, and Valued in Society”. For this to happen, students need to be equipped with the knowledge, skills, and attributes to participate meaningfully in their communities, and become contributing citizens who are valued by society.
To this end, SPED schools are guided by the SPED Curriculum Framework: ‘Living, Learning and Working in the 21st Century’ in designing and delivering quality and holistic education for their students. Released in 2012, the SPED Curriculum Framework marks a significant milestone in raising the quality of special education by setting a common language and direction for excellence in teaching and learning across the 20 SPED schools. At the same time, the Framework provides the flexibility and space for the SPED schools to customise their curriculum to the unique needs of their diverse student profiles.
The Framework articulates the Vision for SPED, a set of core Principles, and Living, Learning and Working (LLW) Outcomes that students can aspire towards at the end of their education. The Framework further specifies the core Learning Domains for a holistic education (Academic, Social-Emotional, Daily Living, Vocational, the Arts, Physical Education and Sports). Finally, the Framework affirms the importance of Character and Citizenship Education (CCE) as the Foundation for a Values-Based SPED, and Information Communication Technology (ICT) as an Enabler for teaching and learning in SPED.

SPED Curriculum Framework

https://www.moe.gov.sg/education/special-education/teaching-in-special-education-schools

Other Program Of DepEd for the Students with special needs.

DepEd ensures inclusive education for learners with special needs

Facebook Twitter Google+ Share

February 24, 2017

PASIG CITY, February 24, 2017 – In line with the Department’s thrust in providing quality and inclusive basic education for all, the Department of Education (DepEd) continues to provide the necessary educational interventions for learners with certain exceptionalities through its Special Education (SPED) program.

The SPED program of DepEd provides a holistic approach in catering to the needs of learners with various exceptionalities. This program ensures that learners with exceptionalities will have access to quality education by giving them their individual and unique learning needs.

This initiative caters to learners with visual impairment, hearing impairment, intellectual disability, learning disability, autism spectrum disorder, communication disorder, physical disability, emotional and behavioral disorder, multiple disability with visual impairment, and to those who are orthopedically handicapped, chronically ill, and gifted and talented.

Up to date, DepEd has recognized a total of 648 SPED Centers and regular schools offering the program—471 of which are catering to Elementary students and 177 are catering to High School students.

The Education Department has recorded around 250,000 enrollees with certain exceptionalities at the elementary level and around 100,000 at the high school level in School Year (SY) 2015-2016.

Instructional programs

The parents or guardians of learners with certain exceptionalities may reach out to principals or guidance counselors of schools where they wish to enroll their children to determine the necessary instructional program that their children need best.

The instructional programs that the SPED teachers shall implement the following:

1.    Self-contained/Special Class – a separate class for only one type of exceptionality which serves moderate to severe types of disabilities;

2.    Itinerant Teaching – a traveling teacher reaches out to children with special needs in other schools or at home to provide direct and consultative services;

3.    Resource Room – a designated place where the child with special needs enrolled in the regular school program goes to in order to make use of the specialized equipment, either in a tutorial situation or in a small group session handled by a SPED teacher;

4.    Pull-out – a kind of program where the child enrolled in the regular class reports to the resource room for a period of time for special instructions by the SPED teacher;

5.    Integration/Mainstreaming – refers to the enrolment of a child with special needs in a regular class with support services. There are two degrees of integration: Partial Integration and Full Integration. In Partial Integration/Mainstreaming, a child with special needs enrolled in a special class is integrated with regular children in non-academic activities like work education, physical education, arts, school programs, etc, then gradually integrated in the academic subjects if qualified. Meanwhile, in Full Integration/Mainstreaming, a child with special needs sits in the regular class in all academic and non-academic subjects; and

6.    Inclusion – all children with disabilities, regardless of the nature and severity of their disability and need for related services, receive their total education within the regular education classroom.

Strengthening teachers’ capabilities

In SY 2015-2016, DepEd has provided capability trainings to 345 teachers and 45 administrators and supervisors involved in delivering quality education to learners with certain exceptionalities.

Among the partners of DepEd in enhancing the capabilities of teachers handling learners with exceptionalities and in promoting the SPED advocacy are the Resources for the Blind Inc., Autism Society of the Philippines, Leonard Cheshire for the Disabled Foundation (LCDF), and Attention Deficit Hyperactive Disorder Society (ADHD Society).

Moreover, the other partner organizations of DepEd for the SPED program are the Learning Disabilities Association (LDA), Philippine Association for the Intellectually Disabled (PAFID), National Association for the Gifted (NAG), Philippine Federation for the Rehabilitation of the Disabled (PFRD), Parents Advocate for the Visually Impaired Children (PAVIC), and National Council on Disability Affairs (NCDA).

http://www.deped.gov.ph/press-releases/deped-ensures-inclusive-education-learners-special-needs