NAME: TEVES, RHEA MAE D.

BSED-FILIPINO3

Activity I. Case studies

Examine the following case studies and answer the questions after each case.

Case Study 1.

Daniel is a student in Year 3. At playtime, Daniel often sits alone and will not interact
with his peers. When playing sports as a class, Daniel became extremely agitated when
the class decided to change one of the rules of the game they were playing. He insisted
on continuing to play the game the way they had always played it. Daniel’s teacher has
also noticed that he has become increasingly obsessed with Pokemon and spends a lot
of his time going through his Pokemon cards and reading Pokemon books.

Questions:

1. What disability do you think best describes Daniel’s characteristics?

_I think Daniel has a Generalized Anxiety Disorder, he sometimes exaggerates and
feels tension, even when there is little or nothing to provoke it, and he becomes
obsessive about things. Maybe Daniel is slow in following instructions

2. What can Daniel’s teacher do to minimize his anxiety with changes in routine at
school?
_ Always listen to the child’s concerns and calmly talk to the child. Slowly explain to him
the other rules of the game, and talk privately until he can slowly realize the importance
and the lively development of the game

3. What can Daniel’s teacher do to encourage his interaction with other students?
_ Know your student
_Create a welcoming learning environment
_Set and communicate expectations
_Encourage students to interact positively with one another

Case Study 2

Angela is a 10 yr old girl with a hearing impairment. She wears a hearing aid in
each ear but relies heavily on lip-reading for understanding. Angela’s Yr 5 class has 26
students and can get quite noisy. An itinerant teacher comes into the class two
afternoons each week to support Angela and her teacher. Lately, her teacher has
noticed that Angela is losing concentration and zoning out towards the end of the day.
On a recent reading test, Angela’s reading was found to be 3yrs behind.

Questions:
1. What difficulties would Angela experience in the classroom environment and
playground?
_ She having trouble catching up with her classmates.
2. What would be causing Angela’s drop in concentration at the end of the day?
_ Due to her hearing impairment and noisy surroundings which triggered it.
3. Why is Angela’s reading behind?
_ Children with hearing loss have difficulty with all areas of academic achievement,
especially reading and mathematical concepts. Angela is having a hard time catching
up with her surroundings and she also depends on lips reading which also leads to the
tendency of mispronunciation
4. What adjustments could Angela’s teacher put into place to assist her with her
schoolwork?
_ Kids with hearing loss may need to sit closer to the front of the class to speech read
(read lips) or hear more clearly. Also, consider arranging chairs in the classroom in a U-
shape or circle so that students with hearing loss can better interact with classmates.
Minimize background noise when possible.

Activity 2.

Statements True/ False

1. A child suspected to have a disability should immediately be True

referred for special education.

2. Norm-reference tests provide better information for institutional True

planning than criterion-referenced tests.

3. The Least Restrictive Setting should be considered as placement True

for children with disabilities.

4. When providing accommodations, teachers change the curriculum True

standards and content to provide a level playing field for children with
disabilities.

5. Program for children with disabilities become more effective and True
successful when children and families are involved.
ANALYSIS

1. How do you find the case studies?

_It is a bit interesting and challenging. As teachers, we might encounter different types
of students every school year. That is why it is necessary to always do research and be
ready to assist.
2. If you were an administrator, what would be your action on these studies?

_If were an administrator, my actions regarding persons with disabilities would be

guided by the principles of inclusivity, equality, and accessibility. I would ensure that
persons with disabilities are included in all aspects of decision-making processes,
policies, and programs, It is necessary to provide office support to a student who needs
assistance. I would prioritize making physical spaces, facilities, and services accessible
to persons with disabilities.

3. What do you think is a continuum education service?

_ The continuum of education services is where the teacher should give more and
special attention to those students that have disabilities. It identifies different services,
and delivery models to provide specially designed instructions to a student with a
disability.

4.Who do you think are responsible to cater the needs of these students? Does it only
involve the teachers? Why?

_The responsibility to cater to the needs of students with special abilities goes beyond
teachers alone. It involves a collaborative effort among teachers, school administration,
special education professionals, parents, peers, and support staff to ensure an inclusive
and supportive learning environment for these students.

ASSESSMENT

A.

1. Who do you think is the person who can directly noticed the disabilities of the child
aside from the parents?

_I think the people who can directly notice disabilities in children aside from parents are
Pediatricians, Teachers and school staff, Psychologists, Speech-Language
Pathologists, Occupational therapists, Physical therapists, and Special education
teachers.
2. What are the 8 core principles in special education?
•The 8 core principles in special education are the following:
1. Child find/zero reject 5. Least Restrictive Environment (LRE)
2. Nondiscriminatory evaluation 6. Related Services
3. Individualized Education Program (IEP) 7. Parent Participation
4. Free Appropriate Public Education (FAPE) 8. Confidentiality

3. What is meant by continuum services education?

Continuum education services refer to a range of educational programs and support

services that are designed to meet the diverse learning needs of students at different
stages of their educational journey.

4. What are the assessment used by special education teachers in order to determine
disabilities of students? Explain in your own words.

Assessment tools are used by special education teachers to determine the disabilities of
their students. These tools help teachers gather information about a student's strengths
and weaknesses, identify any learning difficulties, and provide appropriate interventions.
Special education teachers use a variety of assessment tools to determine disabilities in
students. These assessments include both formal and informal methods, in combination
with specialized assessments conducted by other professionals. The goal is to gather
comprehensive information, identify specific learning needs, and develop appropriate
interventions to support students with disabilities.

B.

Statements True / False

1. A child suspected to have a disability should immediately be referred True

for special education.

2. Norm-referrence tests provide better information for institutional True

planning than criterion-referrenced tests.

3. The Least Restrictive Setting should be considered as placement for True

children with disabilities.

4. When providing accommodations, teachers change the curriculum True

standards and content to provide a level playing field for children with
disabilities.

5. Program for children with disabilities become more effective and True
successful when children and families are involved.