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1. THINGS TO REMEMBER
1
PRAYER AND
ATTENDANCE
RESPECT AND
COURTESY
NOTE TAKING
CLARIFICATION/
QUESTIONS
PARTICIPATION

2. Typology of
Learners with
Special Needs

3. Objectives
At the end of this topic, as a pre- service teacher, you are
expected to:
A. distinguish the different types, identifications, etiologies, causes,
characteristics of learners who have special needs;
B. describe the different types and levels/degrees, etiologies, causes, and
characteristics of these learners;
C. demonstrate understanding of the special educational needs of learners
in difficult circumstances including: geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices; and
D. Demonstrate knowledge of teaching strategies that are inclusive of
learners from indigenous groups.
3

4. Categories
of
Special
Needs 4

5. Physical Needs
1

6. 6
Allergies and
asthma:
Allergies are common and often come from environmental
factors, like pollen count or food sensitivities. Acute allergies
may produce a hypersensitive reaction known as anaphylaxis.
Asthma is a condition where the airways become inflamed,
swelling, constricting and producing excess mucus, making
breathing difficult. Inhalers and
oral steroids can help manage varying intensities of asthma.
Limb differences:
Someone may be born with a differently developed limb or
they may lose a limb later in life, and both require adapting to
the world around them. An individual without arms may learn to
do more with their legs and feet. Someone who loses mobility in
their legs may
find more independence in an efficient prosthesis.
Juvenile and
chronic arthritis
This condition is much more unbearable during periods of time
known as “flare-ups,” where the patient experiences a great deal
of joint inflammation and pain, accompanied by a loss of
strength, endurance and stamina. A child may outgrow juvenile
arthritis, but chronic arthritis throughout life can be managed
with countless methods, including home care, massage, exercise,
steroids and othermedications
or surgery.

7. 7

8. 8
Multiple sclerosis:
In this disease, the immune system eats away at the
protective covering of the nerves, disrupting communication
between the brain and the body. Symptoms of MS include vision
loss, pain, fatigue and impaired coordination. Physical therapy
and medication can help with symptoms and slow progression.
Cerebral palsy:
CP is a permanent disorder resulting from brain injuries
that occur during fetal development, birth or shortly thereafter.
With CP, motor skills are disrupted, and the individual
sometimes experiences paralysis or seizures. Gait and posture
can worsen over time if not properly managed. It cannot be
cured, but with the right education and treatment, a person with
CP can live a full life.
Epilepsy:
Those with epilepsy have a tendency to have recurring
seizures. Seizures are caused by a sudden burst of electrical brain
activity and thus cause a temporary disruption in the messages
passing between brain cells. Affecting people of all ages, epilepsy
is largely unpredictable but can be managed by a range of
therapies, from medication to a service animal.

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10. Developmental
Needs
2
Delays in development are typically apparent
very early in life, but some aren’t obvious
until a person reaches a certain level in
their education. Early intervention is key
for managing a developmental special
need.

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⦁ Down syndrome:
- presence of an extra chromosome in a person’s
DNA
- visual or auditory problems, thyroid disease,
decreased muscle tone or cardiac conditions
- early intervention is available, as children with
Down syndrome will experience delays in
mobility and educational development.
⦁ Autism spectrum disorder:
- verbal and nonverbal communication can be
affected, evident before age 3.
- repetitive activities and resistance to change in
routines. Autism may also fall under sensory-
impaired special needs.

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⦁ Dyslexia:
- alters the way the brain
processes the written
word
- have difficulty reading,
writing and spelling.
- Treatment for dyslexia is
more successful when
started at a young age,
rather than waiting until
middle or high school to
address.

13. Behavioral/
Emotional
Needs
3

14. ⦁ Dissociation:
- lack of connection in someone’s thoughts, memory or sense of identity
- resulting in multiple personality disorders or other dissociative disorders.
- mistrust authority and keep secrets, making it difficult to treat them.
⦁ Obsessive compulsive disorder:
- have obsessions or excessive thoughts that lead to repetitive, compulsive
behaviors.
- affects people of all ages and results in unwanted, intrusive thoughts and urges.
⦁ Attention-deficit (hyperactivity) disorder:
- a disorder marked by an ongoing pattern of inattention and/or hyperactivity-
impulsivity that interferes with functioning or development
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15. 15

16. ⦁ Attention-deficit (hyperactivity) disorder:
- a disorder marked by an ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with functioning or
development
⦁ Eating disorders:
- with abnormal eating habits — be they insufficient or excessive — can be
categorized as having an eating disorder.
- like anorexia and bulimia, can affect someone’s physical and emotional
health.
16

17. Sensory
Impaired
Special Needs
4

18. ⦁ Sight-impaired: Blindness and loss of sight can be managed and
diagnosed by an eye doctor.
⦁ Hearing-impaired: Deafness and loss of hearing can affect the way
an individual learns and processes. An ear, nose and throat
specialist and assistive technologist can help.
⦁ Sensory processing disorder: A person with this disorder has
difficulty receiving and responding to information from the
senses: vision, hearing, touch, smell and taste. They may have a
heightened or lower sensitivity to stimuli like tolerating light,
being touched, maintaining eye contact and loud noises.
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19. Teaching Strategies
How should we teach them?
19

20. ✓ Provide an outline of what will be taught - highlight key concepts
and provide opportunities to practice new skills and concepts.
✓ Provide reading lists well before the start of a course so that reading
can begin early.
✓ Whenever you are introducing procedures or processes or giving
directions, for example in a laboratory or computing exercise,
ensure that stages or sequences are made clear and are explained in
verbal as well as written form.
✓ Students may benefit from using assistive technology.
✓ Use clear, succinct, straightforward language.
✓ Reinforce learning by using real-life examples and environments.
20

21. ✓ Use a variety of teaching methods so that students are not constrained by
needing to acquire information by reading only. Where possible, present
material diagrammatically - in lists, flow charts, concept maps etc.
✓ Keep diagrams uncluttered and use colour wherever appropriate to
distinguish and highlight.
✓ Wherever possible, ensure that key statements and instructions are
repeated or highlighted in some way.
✓ One-to-one tutoring in subjects may be important; this can include peer
tutoring.
✓ Students may benefit from having oral rather than written feedback on
their written assignments.
✓ It may be helpful for students with intellectual disability to have an
individual orientation to laboratory equipment or computers to minimize
anxiety. 21

22. “ TIPS FOR EDUCATORS
✓ Teach empathy
✓ Teach responsibility by encouraging
contributions
✓ Teach decision-making and
problem-solving skills that reinforce
self-discipline
✓ Offer encouragement and positive
feedback
✓ Help children learn to deal with
mistakes
22

23. GIFTED
AND
TALENTED
LEARNERS

24. ✓ 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 are not necessarily awkward socially, less healthy, or
narrow in their interests—in fact, quite the contrary.
.
Qualities of the Gifted and Talented
24

25. 25
ACCELERATION
•involves either a child’s skipping a grade, or else the teacher’s redesigning the curriculum
within a particular grade or classroom so that more material is covered faster
•believes that children who have skipped a grade usually function well in the higher grade, both
academically and socially
Limitations
•skipping grades cannot happen repeatedly unless teacher, parents, and the students themselves
are prepared to live with large age and maturity differences within single classrooms
•there is no guarantee that instruction in the new, higher-grade classroom will be any more
stimulating than it was in the former, lower-grade classroom
•Redesigning the curriculum is also beneficial to the student, but impractical to do on a
widespread basis; even if teachers had the time to redesign their programs, many non-gifted
students would be left behind as a result.

26. 26
ENRICHMENT
- involves providing additional or different instruction added on tothe usual curriculum
goalsandactivities
- Instead of moving ahead to more difficult kinds of math programs, the student might
workonunusuallogicproblemsnotassignedtotherestoftheclass.
- exists to help classroom teachers working with gifted students (and save teachers the
timeandworkofcreatingenrichmentmaterialsthemselves)
Limitation
- Since enrichment is not part of the normal, officially sanctioned curriculum, however,
there is a risk that it will be perceived as busywork rather than as intellectual
stimulation, particularly if the teacher herself is not familiar with the enrichment
materialorisotherwiseunabletoinvolveherselfinthematerialfully.

27. SOCIAL-
EMOTIONAL
DEVELOPMENT
AND LDs

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Bullying
✓Being different from their peers can set students up for targeting by bullies.
✓Students with LDs may feel less competent and less confident than their peers and
therefore feel less able and less entitled to stand up for themselves. This may be
aggravated by their difficulty expressing thoughts and feelings.
✓They may have difficulty understanding the verbal or nonverbal communication and the
intentions and expectations of others.
✓They may have difficulty managing their own behaviour and feelings. They may be too
loud, hyper, disruptive, talkative etc. Peers may find this sort of behaviour
irritating.
✓Some students with LDs are ‘too honest’ and are unable to conceal their weaknesses
and mistakes, thus leaving them vulnerable to others.

29. Chronic
Health
Conditions

30. 30
Common Characteristics of a Student with
Chronic Health Conditions
Commonly Suggested
Accommodations/Classroo
m Adaptations
Student has difficulty taking notes due to
fatigue, hand stiffness, or lack of
concentration.
Permit the use of assistive
technology (e.g., computer,
digital voice recorder).
Student experiences lack of concentration,
‘memory fog,’ severe pain, physical
limitation, frequent absences, or other
physical symptoms.
Provide the support of a tutor
Allow extra time for assignments,
tests and examinations.
Student experiences physical symptoms that
require immediate or frequent interventions
such as going to the washroom, getting a
drink, or moving to relieve stiffness
or pain.
Allow breaks during classes
to go to the washroom, drink
water, and move around.
Student is easily fatigued or exhausted. Limit or space exams to avoid
having too many on the same
day or during the same week.

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Student is easily distracted due to
symptoms such as reduced
concentration, pain, or other physical
symptoms.
Allow exams to be written in a
separate room.
Student has reduced overall health
and is unable to meet the usual
deadlines for assignments, tests, and
exams.
Allow some flexibility in
course schedules, tests, and
exams.
Perhaps suggest a reduced
course load.

32. Short Activity
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Which do you think
among the following
disorder will be hard
to handle? How are
you going to cope
with it?

33. 33
Week 10

34. Place your screenshot here
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35. Place your screenshot here
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36. 36
Week 11

37. Place your screenshot here
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38. Place your screenshot here
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39. 39
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-powerpoint presentation maker
-grammarian
-content creator
-layout designer
If you are interested, you may email me at
flippedchannel27@gmail.com

40. 40
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