ACTIVITY IN

FOUNDATION
OF SPECIAL
AND
INCLUSIVE
EDUCATION
ACTIVITY #1
1. What is the definition of diversity?
Diversity is a reality created by individuals and groups from a broad spectrum of
demographic and philosophical differences. It is extremely important to support and
protect diversity because by valuing individuals and groups free from prejudice and by
fostering a climate where equity and mutual respect are intrinsic, we will create a
success-oriented, cooperative, and caring community that draws intellectual strength
and produces innovative solutions from the synergy of its people.
2. Why is diversity important in the present times?
Learning about other cultures helps us understand different perspectives within the
world in which we live. It helps dispel negative stereotypes and personal biases about
different groups. In addition, cultural diversity helps us recognize and respect “ways of
being” that are not necessarily our own.
3. What are the two dimensions in Lohen’s Wheel of Diversity? How can this model be
used?
Two categories – primary dimensions, which can't be changed, and secondary
dimensions, which we have some control over. Diversity enhances creativity. It
encourages the search for novel information and perspectives, leading to better
decision making and problem solving. Diversity can improve the bottom line of
companies and lead to unfettered discoveries and breakthrough innovations.
4. Why are ability and disability considered another dimension of diversity?
Ability and disability are considered another dimension of diversity because diversity
covers the limitless domains of an individual's unique characteristics, experiences, and
capabilities. Diversity encompasses respect and tolerance of differences that enables a
celebration of uniqueness.
5. How does diversity encourage innovation and problem solving?
Diversity enhances creativity. It encourages the search for novel information and
perspectives, leading to better decision making and problem solving. Diversity can
improve the bottom line of companies and lead to unfettered discoveries and
breakthrough innovations.
6. What can non-acceptance of diversity do in an organization?
If employees feel isolated and/or misunderstood, it can result in a loss of faith in the
facility for a successful future. This often causes a loss of interest in their job and,
ultimately, a loss of organizational loyalty. Losing talented employees due to a lack of
diversity is bad for business on so many levels.

A. Circle of My Multicultural Self.

Student

Benjamin
James T.
Adriano

1. Share a story about a time you were especially proud to identify yourself with one of
the identifiers or descriptors you used above.

2. Share a story about a time it was especially painful to be identifies with one of your
identifiers or descriptors.

3. Name a stereotype associated with one of the groups with which you identify that is
not consistent with who you are.

4. Fill in the following sentence: I am (a/an) SINGLE_ but i am not (a/an) ________NOT
MARRIED________________.
A. Venn diagram of Similarities and Differences.

PRACTICE

A. READ EACH PARAGRAPH AND EXPLAIN WHAT YOU WOULD DO AND

WHY

1. I will not delete but I will explain that whatever religion we respect, and the
worship of the cross is also one of the beliefs of other religions.

2. Give all students an opportunity to talk about themselves, their strengths and
interests. Allow others to ask questions. (Make sure you talk about the types of
questions that can be asked prior to the activity.)

3. It must be assertive, respectful of each other's comments and caring in the

classroom.

B. Create a poster that demonstrates the impact and importance of

acknowledging, respecting, and tolerating diversity.
ACTIVITY #2
1. What are the different models of disability? How would each one define disability?
The primary models of disability used are the Medical Model, Functional Model, and
Social Model. ... Disability is caused by physical, medical or cognitive deficits. The
disability itself limits a person's functioning or the ability to perform functional activities.
Medical Model – The medical model describes disability as a consequence of a health
condition, disease or caused by a trauma that can disrupt the functioning of a person in
a physiological or cognitive way. This model is a conceptualization of disability as a
condition a person has and focuses on the prevention, treatment or curing of the
disabling condition.
Functional Model – This model is similar to the medical model in that it conceptualizes
disability as an impairment or deficit. Disability is caused by physical, medical or
cognitive deficits. The disability itself limits a person’s functioning or the ability to
perform functional activities.
Social Model – This model focuses on barriers facing people with disabilities instead
of concentrating on impairments and deficits of the person with a disability. In this model
a person’s activities are limited not by the impairment or condition but by environment
and barriers are consequences of a lack of social organization.

2. How are impairments different from disabilities?

Disability usually refers to difficulty carrying out tasks or activities of daily life. ... For
example, disability from a back injury might mean the person can no longer get dressed
or bathe without help. Impairment describes problems at the tissue level. Impairment is
any loss of normal physical or mental abilities.

3. What is special needs education? How different is it from inclusive education?

Inclusive education programs provide educational services for all students including
those with special needs. These programs serve all children in the regular classroom on
a full-time basis. A special education teacher collaborates with a general education
teacher to provide services for students.
4. Which international treatises are directly involved in the pursuit of inclusive
education?
The Salamanca Statement reaffirms the need to provide equal education to all people
with special educational needs throughout the world. Unlike previous international
documents, the Salamanca Statement focuses exclusively on special education and the
promotion of inclusive education.

Reflect
1. How important are models of disability? How can they affect students and the
different stakeholders of special needs and inclusive education?
Models of disability affect beliefs, values, attitudes and behaviours toward people
living with disability. School staff (leaders, educators, teacher aides, office staff, and
other site staff) require an understanding of the models of disability in order to provide
quality teaching and learning experiences for students living with disability. This tool
focuses on the social model of disability, which is about removing barriers to inclusion,
and its application in schools.
2. Is it possible for medical practitioners to embrace a social prospective of disability?
How can they marry two seemingly opposing concepts?
Certainly, medical practitioners can and do embrace a social, as well as individual,
perspective on disability. Books can be written on this topic (and have been). Advocacy
is one way. Residents in psychiatry at this institution are mandated to participate in
advocacy day annually as part of their training. This can mean engaging in activities like
requesting time to speak at legislative hearings on behalf of public support for
accommodations for disabilities in schools, public places, and businesses (as per the
Americans with Disabilities Act, ADA, and related legislation).
3. Special needs education is said to address the extreme ends of a normal distribution.
However, who determines the cut-off for either end? To keep a narrow range at the tail
ends would mean less number of students might be in need of Special Education
programs and more "low average students" might be in danger of academic failure,
bullying, or dropping out. To make the tail ends range wider, however, would mean
more students will be segregated, therefore negating the very idea of inclusion. Discuss
your thoughts on how such a dilemma could be resolved.
Special needs education is said to address the extreme ends of the normal
distributions. Who determines the cut off for either needs? In the US, the federal laws
indicate how that is determined. It could be different where you are, so be sure to give
the answer to the question your professor is asking on this homework assignment.
4. How can paradigm shift from a medical standpoint to a social perspective happen?

Definition of disability

OLD APPROACH NEW PARADIGM

 A diagnosis  A social and environmental issue that

 A medical “problem” deals with accessibility,
 A person is limited and defined by the accommodations, and equity
impairment or condition  Individuals with temporary or
permanent impairments require
accommodations to live full and
independent lives

Strategies to address disability

OLD APPROACH NEW PARADIGM

 Fix the individual  Remove barriers: physical, intellectual,

 Correct the deficit within the individual cultural and educational
 Provide medical, vocational, or  Create access through
psychological rehabilitation services accommodations, universal design, and
inclusive learning environments

Role of person with disability

OLD APPROACH NEW PARADIGM

 Object of intervention  Community member

 Patient  Participant in cultural discourse
 Research subject  Decision maker
 Customer, museum patron, artist, critic

5. Study the case of Manuel and Julian below. Answer the question that follows.
ACTIVITY #3
1. What is the difference between mainstreaming and inclusion?
Mainstreaming and inclusion are often confused, primarily because they are very
similar. But there are some large differences between the two terms, and they represent
two different schools of thought. In mainstreaming, students with special needs are
placed in the special education classroom and attend a general education classroom for
specific academic classes (social studies, reading, etc.) or non-academic classes (art,
physical education, etc.). Supports may or may not be brought into the classroom.
2. What is differentiation? How different are accommodations from modifications? When
should we accommodate and when do we modify?
Differentiation is planned curriculum that takes into consideration the individual needs
or interests of the child, or as Carol Ann Tomlinson puts it, “Differentiation means
tailoring instruction to meet individual needs.” Where accommodation is about how
instruction is delivered and modification is about what a child.
3. Explain the process of UDI.
The Unique Device Identification System, commonly referred to as UDI, is a Food and
Drug Administration (FDA) rule that requires medical device labelers to mark medical
packages and devices with a unique barcode. These labels aid supply chain and
healthcare professionals in accurately identifying of medical devices during transit and
use.
The responsibility for UDI compliance falls largely on device labellers, who must
include a unique device identifier on all non-exempt medical devices and packages. UDI
barcodes are composed of two parts. The device identifier (DI) indicates the labeller and
device model, while the production identifier (PI) may indicate batch number, serial
number, manufacture date, or expiration date. The FDA's final rule includes several
exceptions and alternatives for certain devices, in order to minimize the cost of burden
placed on labellers.

4. Explain differentiation.
Differentiation means tailoring instruction to meet individual needs. Whether teachers
differentiate content, process, products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.
 UDL is a classroom practice that ensures the participation and achievement of all
types of learners and where the teacher assumes driven and uniqueness for all
students in the classroom. Given this, create a plane UDL. Assume that you are a
Grade 2 math teacher teaching subtraction. To class is composed of 35 students.
ACTIVITY #4
1. What are the different process as well as strategies used in the pre-referral system in
an inclusive school?

The purpose of pre-referral process ensures modifications and accommodations for

students who have difficulties in learning based on their disabilities and needs and to
create ways to help the student in their education. … Students is put through a
universal screening where struggling students are identified.
2. What are the different assessment methods and tools used to identify the
strengths, abilities, needs and placement of children with disabilities?
 Behavioral and Emotional Rating Scale, Second Edition (BERS-2) by Michael H.
…
 The VIA Inventory of Strengths (VIA-IS) by Christopher Peterson and Martin
Seligman. ...
 Dunn and Dunn Online Learning Style Assessments. ...
 Search Institute's 40 Developmental Assets. ...
 Clifton Youth Strengths Explorer

3. What are the accommodations different from modifications?

An accommodation changes how a student learns the material. A modification
changes what a student is taught or expected to learn. Here is a chart that explains the
differences.
4. Why should parents of children with disabilities be involved in the process of planning
and decision making?
Family involvement in planning and decision making is important because families
know their child best. Family input is instrumental in making sure that the student
receives appropriate support, and that necessary changes are made so they can be
fully included in the classroom.
1. Which of the following statements is false about the re-referral process in inclusive
and special-education?
A. The pre-referral process begins with observation of the child.
2. Which type of assessment tool compares a child’s performance based on established
standards and competencies and can be used to describe student performance?
D. Criterion-referenced tests
3. How will an educational term determine the best placement for a child with
disabilities? Create a flowchart or a mind map to show the different aspects to be
considered for a child’s proper placements.
Placement refers to the amount of time in each school day that a student spends in
the resource or in a general education classroom. The school district is required to have
a range of placements where your child can be taught, including in the general
education classroom.
4. Five-year-old Renee has been observed by her teachers to show restlessness and
hyperactivity during whole-class activities, but she enjoys singing, dancing, and listening
to stories about animals and unicorns. What steps in the pre-referral process will you
suggest to the team to find ways to help Renee?
ACTIVITY #5
1. State the various child development theories and discuss each one with a partner.
Erikson’s Psychosocial Developmental Theory- Erikson’s’ work is as relevant today as
when he first outlined his original theory, in fact given the modern pressures on society,
family and relationships – and the quest for personal development and fulfilment – his
ideas are probably more relevant now than ever.
Bowlby’s Attachment Theory- The development of attachment theory is important
because it provides a way to understand how secure attachments in early childhood can
support children’s future brain development.
Freud’s Psychosexual Developmental Theory- In Freudian psychology, psychosexual
development is a central element of the psychoanalytic sexual drive theory. Freud
believed that personality developed through a series of childhood stages in which
pleasure seeking energies from the id became focused on certain erogenous areas.
Bandura’s Social Learning Theory- Social learning theory, proposed by Albert
Bandura, emphasizes the importance of observing, modelling, and imitating the
behaviours, attitudes, and emotional reactions of others. Social learning theory
considers how both environmental and cognitive factors interact to influence human
learning and behaviour.
Piaget’s Cognitive Developmental Theory- Piaget’s theory of cognitive development is
a comprehensive theory about the nature and development of human intelligence. It
was originated by the Swiss developmental psychologist Jean Piaget. The theory deals
with the nature of knowledge itself and how humans gradually come to acquire,
construct, and use it.
2. What are the various child development theories in relation to the different milestones
of each stage?
Erikson’s psychosocial stage theory- Erikson maintained that personality develops in
a predetermined order through eight stages of psychosocial development, from infancy
to adulthood. During each stage, the person experiences a psychosocial crisis which
could have a positive or negative outcome for personality development.
Kohlberg’s moral understanding stage theory- Kohlberg’s theory of moral
development is a theory that focuses on how children develop morality and moral
reasoning. Kohlberg’s theory suggests that moral development occurs in a series of six
stages. The theory also suggests that moral logic is primarily focused on seeking and
maintaining justice.

Piaget’s cognitive development stage theory- Piaget’s theory of cognitive development

is a comprehensive theory about the nature and development of human intelligence. It
was originated by the Swiss developmental psychologist Jean Piaget. The theory deals
with the nature of knowledge itself and how humans gradually come to acquire,
construct, and use it.
Bronfenbrenner’s ecological systems theory- Ecological systems theory also called
development ‘relationships within communities and the wider society. The theory is also
commonly referred to as the ecological/systems framework. It identifies five
environmental systems with which an individual interacts.
3. Enumerate and discuss the various domains of development.

The major domains of development are physical, cognitive, language, and social-
emotional. Children often experience a significant and obvious change in one domain
at a time
 Gross Motor
 Fine Motor
 Language
 Cognitive
 Social/ Emotional
 Self-help/ Adaptive
 Spiritual & Moral
4. Using Venn diagram below, compare and contrast the different stages in child
development.
ACTIVITY #6
1. Enumerate and define the different learners with additional needs.
A. Hearing impairment- hearing can be affected by a condition or injury, which can be
present from birth or develop in later life. Pupils may need support to access their
education and develop their communication skills.
B. Visual Impairment- A visual impairment means sight loss that cannot be corrected by
glasses or contact lenses. Pupils may need support and assistive technology to access
their education.
C. Speech and language impairments – means a communication disorder, such as
stuttering, impaired articulation, a language impairment, or a voice impairment, that
adversely affects a child’s educational performance.
Learning Disabilities
 Dyslexia – is a learning disorder that involves difficulty reading due to problems
identifying speech sounds and learning how they relate to letters and words
(decoding).
 Dyspraxia – is a brain-based motor disorder. It affects fine and gross motor skills,
motor planning, and coordination. It’s not related to intelligence, but it can
sometimes affect cognitive skills.
 Dyscalculia- is a math learning disability that impairs an individual’s ability to
learn number-related concepts, perform accurate math calculations, reason and
problem solve, and perform other basic math skills.
  Dysgraphia is a neurological disorder of written expression that impairs writing
ability and fine motor skills. It is a learning disability that affects children and
adults, and interferes with practically all aspects of the writing process, including
spelling, legibility, word spacing and sizing, and expression.
 ADHD- Attention deficit hyperactivity disorder (ADHD) is a mental health disorder
that can cause above-normal levels of hyperactive and impulsive behaviors.
 Autism- A lifelong difficulty with communication, social interaction and flexible
thinking. Pupils may need support with organization, relating to peers and
teachers, and/or with learning. They need understanding and flexibility from
school staff, and may also need a refuge away from busy times and areas of the
school.

Compare and contrast the learners with additional needs based on the identification and
learning characteristics.
Physical Impairments Mental Disabilities

Hearing Impairment Dyslexia

Visual Impairment Dyspraxia

Speech & Language Impairment Dysgraphia

Dyscalculia

ADHD

Autism

3. What challenges do learner with speech and language difficulties encounter in the
areas of communication and socialization?
Children with communication disorders frequently perform at a poor or insufficient
academic level, struggle with reading, have difficulty understanding and expressing
language, misunderstand social cues, avoid attending school, show poor judgement,
and have difficulty with tests. Students with learning and attention issues often
experience feelings of failure, lack of acceptance among their peers and high levels of
bullying, which can increase the risk of misbehaviour and absenteeism. Negative
emotions can exacerbate academic struggles, and school climate can also be a
significant factor.
4. What accommodations can be given to learners with communication difficulties?
 Seating in front of class.
 Minimizing of distractions by seating away from doors and windows.
 Extended time to complete exams.
 Administration of exams in a non-distracting environment.
 Tape lectures.
 In-class note taker.
 Medication prescribed by physician.
 Class scheduling assistance.

5. What are the similarities and differences between learners with Developmental
Coordination Disorder and Stereotypic Movement Disorder?
Developmental coordination disorder (DCD) is a lifelong condition that makes it hard
to learn motor skills and coordination. It’s not a learning disorder, but it can impact
learning. Kids with DCD struggle with physical tasks and activities they need to do both
in and out of school while stereotypic repetitive, fixed, predictable, purposeful, but
purposeless movements that occur in children who are otherwise developing normally.
6. How can a classroom be arranged to help learners with difficulty in moving / walking?
 Encourage support for the student from classmates.
 Consider physical access issues such as ramps, toilets, lifts and classroom
layout.
 Encourage independence.
 Remove obstacles so that the student can move freely from lesson to lesson
 Consider physical access issues such as ramps, toilets, lifts and classroom
layout.
7. How is Learning Disability (LD) different from Specific Learning Disabilities (SLD)
what are the different types of SLD?
Learning disability is a reduced intellectual ability and difficulty with everyday activities
– for example household tasks, socializing or managing money – which affects
someone for their whole life while Specific Learning Disability means a disorder in one
or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell or do mathematical calculations.
8. How can lessons and concepts be presented to maximize learning among students
with memory and focusing difficulties?
Use images that illustrate your points during a lecture, and ask your students to come
up with examples of their own. Encourage them to draw mind maps to summarize what
they learned in class and reinforce their visualization skills.

9. What educational approaches can be used to teach learners how to care for
themselves?
 Tackle emotional literacy
 Be culturally responsive
 Try all the things
 Stretch before, during, and after tests
 Talk about feelings
 Try a slow start
 Pay attention to your students’ needs
10. Choose a self-care skill and apply task analysis to help a child skill. Identify the
steps and the materials you will use.
Talk about feelings- Be a role model – Kids learn about feelings and how to express
them appropriately by watching others. Show your child how you’re feeling about
different situations and how you deal with those feelings. Encourage with praise –
Praise your child when they talk about their feelings or express them in an appropriate
way.
B.
1. How does a strength based approach empower learners with additional needs? How
can such an approach be used to promote disability awareness and a culture that
respects diversity?
 Strengths-based approaches concentrate on the inherent strengths of individuals,
families, groups and organizations, deploying personal strengths to aid recovery and
empowerment. In essence, to focus on health and well-being is to embrace an asset-
based approach where the goal is to promote the positive. Positive thinking, or an
optimistic attitude, is the practice of focusing on the good in any given situation. It can
have a big impact on promoting disability awareness by means of joyful and
understanding their situations.

2. Think of a person you know or a famous person who has difficulty in any of the
domains mentioned in this chapter.

Has congenital
condition called Tetra-
Amelia Syndrome

Painter, Swimmer and Inspires millions of

Motivational Speaker Nick Vujicic people

Born without arms and

legs
Practice.
1. What problem refers to vocabulary and comprehension difficulty?
B. Language disorder
2. Which technique will work best for learners with communication disorder?
B. Use visuals and hands-one experiences in teaching
3. What disorder is characterized clumsiness and slow motor skills?
D. Developmental Coordination Disorder
4. What support should be prioritized for learners with motor difficulties?
C. Safe access to classroom and school facilities
5. What specific learning disability refers to math difficulties?
D. Dyscalculia

6. Which of the following is not needed in the diagnosis of ADHD?

B. Behaviours must be displayed in at least two different settings.
7. Which of the following accommodations will help learners with memory and attention
difficulties?
B. Use advance organizers and interactive learning activities to sustain their interest.
8. What approach breaks down a task into a sequence of steps to develop gradual
mastery of a skill?
D. Strength Based Approached
9. Mr Sanchez ensures that when he speaks to his class, he is facing all of them. What
type of leaner with additional needs does he have in his class?
D. Communication Difficulty
10. Mr Jimenez gives enrichment activities to her students to ensure that meaningful
learning takes place in her class. What type of additional needs does her student have?
D. Difficulty with self-care

A. Areas of Strengths and Needs

 AREA/DOMAIN STRENGTHS DIFFICULTIES

Attention Deficit Hyper Hyper focus Often disrupts the class.

Activity Disorder (ADHD)
Creativity Says comments/questions
not related to the topic or
Innovation lesson.

High energy Often moves around the

class.
Productivity
Makes unnecessary
movements during class.

B. Recommendation and Accommodations

Type of Accommodation Description
Presentation

Response Allows students to use audio files to

supplement slide presentation

Calculation Devices (Calculator)

Setting Quiet environment

Wide places

Schedule Provide extended time

Allow for quick brain breaks to move

around and stretch in between activities

Others (UDI, behaviour, etc.) Allow students to doodle while listening to

lecture

Teach physical relaxation techniques

such as mindful breathing -Use squeeze
 ball to release tensions

ACTIVITY #7
A.
1. What is marginalization and how does this affect children?
Marginalization in education is a form of acute and persistent disadvantage rooted in
underlying social inequalities. It represents a stark example of 'clearly remediable
injustice'.” UNESCO, Education for All, Global Monitoring Report 2010. Education is a
basic human right. Marginalization affects family life. Families in contact with child
protection often have severely deficient social and helping networks and dysfunctional
family relations. These tend to be associated with social isolation or poor social
integration, not only for parents, but also for their children.

2. What are the different groups of children who are marginalized and why are they
marginalized? What can you do for them?
Disabled children, children subjected to child protection actions, children subjected to
abuse, and children living in remote rural areas represent different examples of
marginalized children and young people, whose voices have seldom been heard in the
mainstream histories. Disabled children, children subjected to child protection actions,
children subjected to abuse, and children living in remote rural areas represent different
examples of marginalized children and young people, whose voices have seldom been
heard in the mainstream histories. A guide to how you can support marginalized
communities. We can help them through different strategies like: Offer support and
comfort; Do your research; Ask questions when needed; Brush up on history; Influence
people in your own group; teach your children; Own up to your mistakes; Acknowledge
your privilege.

B.
1. Create an info graphic about the plight of marginalized children and what can be
done to help them.
2. Create a charter that you can propose to would leaders on behalf of the marginalized
children in this world.

3. You will make three post cards

a. Choose three people who you will send the post card to. Write their names and
address on the post card.
b. Choose three quotation about marginalization and write one quote for each post card.
c. Decorate the post card.
d. Present these to the class.

Let’s continue to stand up

for those who are
vulnerable to being left out
or marginalized
 If the church does not
identify with the
marginalized, it will itself
be marginalized. This is
God’s poetic justice.