FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

has keen sense of justice, and can reflect

Gifted and Talented Learners deeply.
The terms “gifted” and “talented” Non-Intellectual Characteristics
convey different meanings to different Unconventional, tends to be
people. Nevertheless, it is considered domineering, argumentative, tuning out,
acceptable to use these terms excessively competitive, have tendency
interchangeably, such as when we say toward tunnel vision, be excited easily, have
“gifted learner” or “talented learner”, sharp sense of humor, or can become
pertaining to the same person (Daviz, compulsive collector. These characteristics
Rimm, & Segle, 2014). For uniformity in can be misinterpreted as misbehaviors or
terminology in this chapter, we will refer to may get them into trouble. These could be
gifted and talented learners as “gifted effects of giftedness and thus learners must
learners” and we will refer to their be properly assessed and the learner’s
characteristics as “giftedness”. needs must be recognized and met.

Personality
DEFINITION They are insightful, have strong
need to understand and to be stimulated
After-the-fact Definition: Those who mentally, perfectionist behavior, demands
consistently perform outstandingly and for explanation as to why things work, high
achieve in a valuable area are considered need for precision and logic, sensitivity
“gifted” or “talented”. towards others, intensity of perseverance,
acute self-awareness, may exhibit
IQ Definition: Those who score above a nonconformity, tendency to question
certain cut-off point in an intelligence test rules/authority and become introvert.
are considered “gifted” or “talented”.

Percentage Definition. Those who belong PROFILES

to a fixed proportions that a school or 1. The Successful
district sets are considered “gifted” or This learner is a convergent
“talented”. thinker who learns easily and excels in
exams, one who is eager to gain the
Talent Definition: Those who excel in approval of parents and teachers and to be
specific aesthetics (e.g. music, art) or liked by peers.
academic (e.g. math, science) are They possess positive self-concept
considered “gifted” or “talented”. but is unaware of deficiencies.

Creativity Definition: Those who possess 2. The Creative

superior creative abilities are considered This learner is divergently gifted.
“gifted” or “talented”. However, creativity as However, it can be challenging when this
a selection criterion is still debatable. learner’s need are not met.
There is a tendency for one to go
CHARACTERISTICS unidentified, question authority, and be
Intellectual Characteristics nonconforming.
Have exceptional reasoning ability, Due to little recognition this type of
intellectually curious, learns quickly, able to learner receives, one usually experiences
do abstractions, have complex thought self-esteem issues and is at a high risk for
processes, have vivid imagination, shows eventually dropping out from school.
moral concern, passion for learning, ability
to concentrate, thinks analytically, creative,
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
3. The Underground INCLUSIVE PROGRAM
Due to social pressure, this learner DepEd Order No. 72, s. 2009
may hide giftedness in order to fit in with -Strategy for increasing participation rate of
non-gifted peer groups. This could lead to a children
sudden decline in grades, and this learner
may experience conflict between one’s 1. Child Find
needs and the expectations of one’s parent This involves locating learners with
and teachers. disabilities, giftedness and talents who are
not in school, through family mapping
4. The At-risk survey, advocacy campaigns and
The giftedness need of this networking with local health workers, to be
learner have not been met, resulting to enrolled in SpEd centers or schools nearest
defensiveness and anger toward adults or their homes.
oneself. This could lead to symptoms of
depression and withdrawal as well as acting 2. Assessment
out. This is the continuous
This learner usually develops process of identifying the strengths ad
interests that are outside of the school’s limitations of learners with disability,
regular curriculum and has a poor giftedness and talents through the use of
self-concept. formal and informal tools for level
placement, with the help of existing SpEd
5. Twice Exceptional centers.
This learner possesses giftedness
at the same time as being physically or 3. Program Options
emotionally challenged. Because of Schools, with or without trained
learning abilities or poor verbal abilities, this SpEd teachers, shall make education
learner is not typically identified as gifted. accessible to learners with disabilities,
Since school programs usually do giftedness and talents.
not attend to this learner’s needs, it could
lead to one being discouraged, frustrated, The program options are:
rejected, helpless, powerless, or isolated. a. Self-contained class for learners
with similar disabilities or conditions
6. The Autonomous Learner b. Inclusions of or placement of
This learner adapts easily to the learners in general education or
school system and is able to create regular class
oneself new opportunities. c. Resource room
This learner has positive
self-concept and receives positive 4. Curriculum Modifications
attention and support for one’s This means using adaptations and
accomplishments. accommodations in classroom instructions
This learner is independent and and activities, and delivery options.
self-directed, which is usually the end goal
of all learners. 5. Parental Involvement
Moreover, this learner receive This includes involving parents or
positive regard from adults and peers, and guardians in observing their child’s
is often put at leadership roles. performance, volunteering as teacher aide
in the classroom, and serving as academic,
IDENTIFICATION moral and spiritual support to their child.
-using Martison’s Screening Tool
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
UNDER PROGRAM OPTIONS academic, scientific, artistic, and other
Alternative Programs areas of development that the school opted
1. a teacher providing additional to highlight.
instructional materials to those who
finish lesson-tasks easily 2. Special Classes
2. enriching the curriculum by teacher This is school-within-a-school
supplying extra time for bright concept offered in full-time basis. Their
students to work at resource curriculum covers prescribed grade-level
centers or interest-based projects objectives and extending beyond them with
3. part-time acceleration to a higher a variety of enrichment, personal
grade for one or two subjects development and advanced classes.
4. full-time acceleration or
grade-skipping
5. cluster grouping of all gifted B. Full-time Heterogenous Grouping
learners at each grade level in a 1. Cluster Group
single classroom for special It refers to placing 5 to 10 gifted
services learners in one regular class per grade,
6. implementing school-wide plans to along with the other 15 – 20 regular
accommodate every gifted learners students to be taught by a teacher who had
in every regular classroom specialized training in differentiating for
7. implementing pullout programs gifted learners.
8. conducting part-time special gifted
classes 2. Heterogeneous Classes
9. assigning full-time special gifted These classes combine prescribed
classes at every grade level and differentiated curriculum for the benefit
10. opening special schools for the of both regular and gifted learners
gifted and talented learners
3. Individualized Education Plan
ACCELERATION It is a written plan that is
It is an advanced placement of customized to achieve learner’s goals in a
learners from current level to a higher level span of one academic school year
like skipping a grade level. It includes the learner’s current
skills, strengths, challenges, learning styles
ENRICHMENT and goals targeted for the school year.
It is teaching learners on the topic’s Not all gifted learners need IEP, it
depth and intensity of content that go depends on the evaluation conducted by a
beyond their prescribed grade-level multidisciplinary team of evaluators (e.g
curriculum without providing them teachers, psychologist, psychometrician,
advanced placement. SpEd educator etc.)

GROUPING
A. Full-time Homogenous Grouping C. Part- time and Temporary Grouping
1. Special Schools for the Gifted 1. Pullout Programs
They cater to elementary or In this setup, learners are pulled out
secondary gifted learners with a curriculum of their regular classes once or twice a
that include both prescribed academic week to spend 2 to 3 hours per session in
content, based on DepEd guidelines and special enrichment activities, guided by a
requirements. However, they have a special teacher or gifted and talented education.
enriched and accelerated training in
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
2. Part-time Special Classes It is a teaching method where
This is school-within-a-school assignments are created with varying levels
concept offered in part-time basis. The of difficulty to be attainable by all students.
learners enjoy 50-70% of prescribed
curriculum in the regular classes and attend Enrichment
differentiated curriculum in the special 1. Library and Internet Research Projects
classes. Examples are independent This is given to learners with strong
projects, research, accelerated subjects and interest on a specific topic. This strategy
small group collaborations that aim to allows them to triangulate data by
heighten creativity and higher level thinking consulting multiple sources and to evaluate
skills. validity of their references.

3. Enrichment Clusters 2. Scientific Research Projects

A grouping that works for different This involves learners finding
level of learners with common interests solutions to a scientific problem as the
such as journalism, literature, engineering, teacher facilitates in aiding and directing the
baking etc. solution to science inquiries of the learners.

4. Special Interest Groups and 3. Art, Drama, Creative Writing, and

Clubs Other Independent Projects
Involves applying for membership in This includes engaging learners in
enrichment activities in different clubs like drawing, sculpting, photography, writing,
drama class, chess club, math club religious directing, producing, performing plays,
club etc. where teachers with expertise in blogs, newswriting etc.
the field are asked to meet the students at
specific time in a week and implement 4. Mentorships
activities to sharpen their skills. This comprises of professionals
working with interest clubs in schools once
or twice a week where learners of the same
UNDER CURRICULUM interest can thrive.
MODIFICATIONS
5. Peer Tutoring
Differentiation Gifted learners can act as tutors to
● Content other learners under the supervision of the
● Interest teacher.
● Pace
● Access 6. Questioning
● Outcome This involves the teacher
● Curricular sequence incorporating cognitively challenging
● Structure questions in class that promotes critical
● Teacher-time thinking such as giving follow up questions
● Teaching style (probing) or open ended questions.
● Level
● grouping TRENDS AND ISSUES
Gifted with Learning Disabilities (GLD)
Tiered Instruction This condition is difficult to identify,
It involves the process of creating the best generally because, often they are included
possible lesson and making it fit based on with groups of learners with disabilities.
the learners’ levels of readiness.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
GLDs have inconsistent, Gifted Learners with Autism
unpredictable and inexplicable academic Some characteristics of these
performance which means they can learners include extreme ability to
excel in one subject area or skill but not concentrate, poor social skills, and
in another. extraordinary visual talents. Some
Many of them tend to be inattentive learners with this condition exhibit repetitive
in class, have difficulties in spelling or motor mannerisms, have an unusual but
reading, poor relationships with peers, and passionate interest in one topic, and often
even have low self-esteem. lack empathy for others and may tend to
Some famous figures with great disengage in social activities that result to
contributions in specific fields were said to having trouble forming friendships.
be GLDs such as Thomas Edison, Walt . Included in the celebrated list of
Disney, Leonardo da Vinci and George eminence with autism characteristics are
Washington. Albert Einstein, Bill Gates, Booby
Fischer, Howard Hughes, Isaac Newton,
Vincent van Gogh, and Temple Grandin.
Gifted with ADHD
Attention Deficit Hyperactivity Response to Intervention (RTI)
Disorder (ADHD) is characterized by Implemented within the general
impulsivity, hyperactivity and inattention education classroom
(Rimm, 2008). The cause(s) and risk factors Collaborative, problem- solving and
for ADHD are unknown, but current intervention process with multi-tiered
research shows that genetics plays an support on varying degrees.
important role.
Recent studies link genetic factors TIER 1
with ADHD. In addition to genetics, ● Learn at roughly grade level or
scientists are studying other possible above
causes and risk factors including brain ● Least likely to fall behind or need
injury. Learners with ADHD are intervention
characterized by difficulty with
concentration, distractibility, appearing TIER 2
disorganized, forgetful since they have low ● Lag well behind their peers
attention span, difficulty listening, following ● Shows weak progress on screening
instructions or even just simply staying on measures
their seats. ● Need some other form of
Giftedness may mask ADHD or intervention
vice-versa. The double exceptionality of
giftedness and ADHD is common and TIER 3
giftedness does not provide protection from ● Lag behind by one or more years
the difficult symptoms of ADHD. Like other ● Shows very weak progress on
learners with ADHD, gifted learners with screening measures
ADHD lag behind their peers in terms of ● Need intensive intervention
social and emotional maturity. The
mismatch among their cognitive, social and
emotional maturity is a challenging
consideration in guiding and teaching them
across the curriculum.
Some famous people who fall in
this category are Robin Williams and
Michael Phelps.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
CATARACT
Difficulties in Hearing and Seeing A clouding of the lens of the eye.
Must be surgically removed. In babies
LEGAL DEFINITIONS and/or children, the case are rare and
different from the case of adults.
VISUAL ACUITY – refers to the ability to
distinguish forms or discriminate among NEARSIGHTEDNESS (myopia)
details. It is usually measured by reading Difficulty seeing faraway objects.
letters, numbers, or another symbols from Glasses are used to correct blurred
the SNELLEN EYE CHART. distance.

LEGAL BLINDNESS – refers to having a

visual activity of 20/200 or less in the CHARACTERISTICS OF LEARNERS
better eye with use of a corrective lens. WITH DIFFICULTY IN SEEING

PARTIALLY SIGHTED – Individuals are COGNITION AND LANGUAGE

those whose visual activity in the better eye – Poor compared with those with normal
after correction falls between 20/70 and vision in terms of tasks that require
20/200. comprehension or relating various kinds of
information. Their poor vision makes it
TUNNEL VISION – Is a condition of having difficult for them to see and understand the
a perfection of viewing the world relationships among various experiences
through a narrow tube. In the case central with their senses.
vision may be good, but the peripheral
vision is poor at the outer ranges of the MOTOR DEVELOPMENT & MOBILITY
visual field. –Delays, deficits, and purposeful
movements are lessened due to low
VISUAL IMPAIRMENT – Having motivation and experiences of painful
impairment in vision that even with contact with the environment.
correction, adversely affects a learner’s
educational performance. SOCIAL ADJUSTMENT & INTERACTION
– Less engagement in play, increased
TOTAL BLINDNESS – Refers to receiving social isolation, less benefiting from role
no useful information through the sense models due to inability to observe them,
of vision. difficulty in responding to social signals of
others which reduces opportunities for
FUNCTIONAL BLINDNESS – The learner reciprocal interaction.
has so little vision that one learns
primarily through tactile and auditory IDENTIFYING LEARNERS WITH
senses. DIFFICULTY IN SEEING

1. Eye Appearance
TYPES OF VISUAL IMPAIRMENT These include turning of one eye in
or out at any time, reddening of eyes or lids,
ASTIGMATISM excessive tearing of eyes, having encrusted
An irregularly shaped cornea that eyelids or frequently developing sties on
can cause blurred vision. lids.
Glasses if it causes blurred vision.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
2. Behavioral Signs 4. Profound Deafness
Includes deficits in eye movements, Anybody who cannot hear a sound
turning of head as one reads across the below 90dB has profound deafness. Some
page, frequently losing place during people with profound deafness cannot hear
reading, needing the use of finger or marker anything at all, at any decibel level.
just to keep place when reading, having Communication is carried out using sign
short attention span in reading, excessive language, lip-reading, or reading and
blinking, etc. writing.

3. Snellen Eye Chart HEARING LOSS CAN BE DESCRIBED

Used to measure visual acuity by AS:
determining the level of visual detail a
person can be designated. 1. Unilateral or Bilateral
It consist of 11 lines of block letters, Hearing loss is in one hear or both
also known as “optotypes,” which are ears.
constructed according to strict geometric
rules. 2. Prelingual or Post-lingual
Hearing loss happened before a
4. Vision Services Rating Scale (VSSRS) person learned to talk or after a person
It has been developed to assist the learned talk.
Teacher Consultant for the Visually
Impaired (TCVI) or Teacher of the Visually 3. Symmetrical or Asymmetrical
Impaired (TVI) in making recommendations Hearing loss is the same in both
for services to students who are blind or ears or its different in each other.
visually impaired.
4. Progressive or Sudden
Hearing loss worsens over time or
FOUR LEVELS OF DEAFNESS happens quickly.

1. Mild Deafness or Mild Hearing 5. Fluctuating or Stable

Impairment Hearing loss gets either better or worse
The person can only detect sounds over time or stays the same over time.
between 25 and 29 decibels (dB). They may
find it hard to understand the words other 6. Congenital or Acquired/Delayed Onset
people are saying, especially if there is a lot Hearing loss is present at birth or appears
of background noise. sometime later in life.

2.Moderate Deafness or Moderate

Hearing Impairment CHARACTERISTICS OF LEARNERS
The person can only detect sounds WITH DIFFICULTY IN HEARING
between 40 and 69 dB. Following a
conversation using hearing alone is very LITERACY
difficult without using a hearing aid. They have fewer vocabularies,
learns concrete words easier than the
3. Severe Deafness abstract ones, have difficulty with function
The person only hears sounds above 70 to words as linking verbs, have tendency to
89 dB. A severely deaf person must either omit word endings, and difficulty in learning
lip-read or use sign language in order to words with multiple meanings.
communicate, even if they have a hearing
aid.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
SPEAKING 5. Social Withdrawal
There is tendency for them to speak They tend to avoid social situations and
too loudly or not loudly enough or have thus may not participate in group activities
problems in terms of having abnormally or gatherings.
high pitch, or improper stress or inflection.
LEARNERS WITH DIFFICULTY IN
ACADEMIC ACHIEVEMENT COMMUNICATING
Most perform poorly due to their
listening difficulties. However, it is important COMMUNICATION DISORDER
to note that academic performance is not A communication disorder is an
equated with intelligence. It does not mean impairment in the ability to receive,
they have less cognitive abilities. send, process, and comprehend
concepts or verbal, nonverbal and
SOCIAL FUNCTIONING graphic symbol systems.
Hearing loss can result to feelings A communication disorder may be
of isolation, unhappiness and limits evident in the processes of hearing,
socialization. Thus, they may experience, language, and/or speech. It may be
feelings of depression and withdrawal . developmental or acquired.

TYPES OF COMMUNICATION DISORDER

1. Speech Disorder affects voice. They

IDENTIFYING LEARNERS WITH include articulation disorder, fluency
DIFFICULTY IN HEARING disorder, voice disorder

1. Speech Problem 2. Language Disorder affect how a

Includes inability to say words person use speech or writing. They
correctly due to hearing difficulty, opting to include language form disorder, which
use nonverbal gestures over verbal affects: Phonology, Morphology, Syntax,
communication. Semantics, Pragmatics

2. Inattentiveness CHARACTERISTICS
The learner does not respond when being Learner with difficulty
called repeatedly or is slow to answer, communicating can be characterized by
answers incorrectly or asks things excessive speech rate, repetitive, extra or
repeatedly. mispronounced sounds, misuse of words,
inappropriateness of voice quality, inability
3. Increasing volume to communicate in an understandable way,
The person necessitates to increase the inability to comprehend messages, makes
volume of the television, radio, or computer only a few sounds or gestures like pointing
too high or ask the person they are talking etc.
with to talk louder to compensate for the
difficulty in hearing. IDENTIFYING LEARNERS WITH
DIFFICULTY COMMUNICATING
4. Learning Difficulties & Trouble
Following Instructions 1. Case History and Physical
They may be confused by verbal Examination
directions and consistently ask to repeat The child's case history is
instructions. Consequently, they also have documented such as the biographical
difficulty expressing themselves. information as well as the milestones of
child's development.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
2. Articulation CHARACTERISTICS
A specialist assesses speech errors
and records sound that are produced 1. Social Communication
incorrectly and number of errors. Deficits may include decreased
sharing of interests with others, difficulty
3. Hearing appreciating their own & others’ emotions,
It is evaluated in order to identify aversion to maintaining eye contact, lack of
whether it is a child's hearing problem that proficiency with use of non-verbal gestures,
is causing the communication disorder. stilted or scripted speech, and interpreting
abstract ideas literally and difficulty making
4. Phonological Awareness and friends or keeping them.
Processing
When children lack phonological 2. Restricted Interests and Repetitive
awareness and processing skills, they could Behaviors
have problems with receptive and It may include inflexibility of
expressive spoken language. behavior, extreme difficulty coping with
change, being overly focused on niche
5. Overall Language Development and subjects to the exclusion of others,
Vocabulary expecting others to be equally interested in
Tests that measure a child's those subjects, difficulty tolerating changes
vocabulary (example: Peabody Picture in routine and new experiences, sensory
Vocabulary Test-4). hypersensitivity, and etc.

6. Language Samples IDENTIFYING LEARNERS WITH AUTISM

Samples of child's excessive SPECTRUM DISORDER
speech and language are taken and
examined. 1. Social Communication Questionnaire
(SCQ)
This is a 40-survey question set
7. Observation in Natural Setting that was earlier known as autism screening
Children's use of language is questionnaire. This screening questionnaire
observed as they engage in everyday measures the degree of autism spectrum
activities. disorder.

LEARNERS WITH AUTISM 2. Autism Spectrum Screening

SPECTRUM DISORDER Questionnaire (ASCQ)
Is a 27-question assessment filled
Autism spectrum disorder (ASD) is in by parents or teachers of children or
a condition related to brain development adolescents (6 to 17 years of age). It is
that impacts how a person perceives and designed to be an initial screen for ASD
socializes with others, causing problems in especially in those with high or normal IQ,
social interaction and communication. The or those with only mild intellectual disability.
disorder also includes limited and repetitive It is not appropriate for people with
patterns of behavior. moderate or severe intellectual disability.

3. Autism Diagnostic Interview (ADI)

Is a standardized interview used to
diagnose autism and distinguish it from
other developmental disorders.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
EDUCATIONAL APPROACHES FOR Learners with Low Vision
LEARNERS WITH BLINDNESS
1. Optical aids
BRAILLE Professionals such as
It is a tactile reading and writing ophthalmologists and optometrists assess,
system that consists of letters, numbers, treat and recommend eye glasses, contact
punctuation marks and other systems lenses, handheld telescopes or magnifiers.
arranged in raised dots.
2. Large print materials
BRAILLE TECHNOLOGICAL AIDS Books, handouts and visual aids
These are materials that develop posted or used by learners are printed or
Braille system made readily available to handwritten in bigger font size, legible font
learners. style and wider spacing.
3.Classroom adaptations
Tactile books and Instructional Materials Includes putting additional lighting,
These are materials used to making use of original copies (since
describe objects and the world around us. photocopies are often difficult for them to
Learners with visual impairment can quickly read), making use of darker pen and
identify objects, measures etc. by feeling allowing these learners to choose their
the tactile markings seats in the classroom.

Expanded core curriculum EDUCATIONAL APPROACHES FOR

This curriculum is added and LEARNERS WITH HEARING
includes the following; IMPAIRMENT

Orientation- Teaching the learner 1. Hearing Aids-

with visual impairment where he/she is these devices are developed to
headed and how to reach a place with the improve hearing of those with difficulty
use of information available in the hearing. Its volume and tone could be
environment. adjusted to fit in the needs of its user.

Mobility- It refers to teaching them 2. Assistive Listening System-

how to move safely and effectively from one they work as amplifiers directly
place to the next by the aid of canes, guide connected through a radio link from the
dogs, electronic travel aids and sighted teacher to the learners.
guides while travelling
3.Cochlear Implants-
Listening skills- It involves This is an electronic medical device
teaching them to obtain information by surgically implanted to provide a sense of
listening which is in contrast to the incorrect sound to learners with severe hearing loss.
conception that people who are blind
develop better sense of hearing to 4. Sign Language-
compensate for their loss of sight. They do it has own grammar, syntax, and
not have better hearing than those that can morphology that are based on the manual
see. of hand signals supplemented by body and
facial gestures.
Life Education- Functional life
skills such as cooking, personal hygiene & 5. Auditory Training-
grooming, shopping and transportation are This is commonly given to learners with
taught to visually impaired learners to residual hearing to get them acquainted
prepare them for adulthood. with sounds. Three levels of auditory
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
training include detecting, discriminating, increase behaviors that are helpful and
and identifying sounds decrease behaviors harmful or affecting
learning.
6.Speech Reading-
Involves Understanding spoken 2. Picture Exchange Communication
message by paying attention to the System (PECS)
speaker's lip movements, facial allows people with little or no
expressions, eye movements, and communication abilities to communicate
body gestures. using pictures. People using PECS are
taught to approach another person and give
7. Other techniques such as them a picture of a desired item in
Speech-to-text translation, use of television exchange for that item.
or video with captioning/subtitling, and other
computer technologies. 3. Social Stories
used to teach learners with autism
EDUCATIONAL APPROACHES FOR about the social behavior that's expected in
LEARNERS WITH COMMUNICATION specific settings like the supermarket,
DISORDERS doctor's surgery, playground, and so on.

1.Discrimination activities TRENDS

these activities are developed to Adopting Assistive Technology in a Modern
help learners produce and discriminate Learning Environment (Castelo, 2020)
similar sounds.
For students who are blind or visually
2.Vocabulary building it includes impaired: Today, many devices such
development of graphic organizer, As Google Chromebooks come with
mnemonics, repetition, word walls, audiovisual assistance.
vocabulary journals and using context
clues. For students who are deaf or hard of
hearing: FM systems — wireless devices
3.Argumentative_and_Alternative that directly transmit sounds to a
Communication (AAC) hearing aid — to communicate clearly with
students who have hearing loss, even in a
Augmentative means to add to noisy classroom can be used.
someone's speech.
Alternative means to be used For students with speech disabilities:
instead of speech. Speech-to-text software and word
Some people use AAC throughout prediction tools can assist students with
their life, others may use AAC only for a speech disabilities in communicating with
short time. their teachers and peers.
There are a lot of different types of
AAC: the no-tech and low-tech , high-tech. ISSUES
Challenges for Children, Parents, and
EDUCATIONAL APPROACHES FOR Teachers in Teaching Children with
LEARNERS WITH AUTISM SPECTRUM Speech Sound Disorders, Difficulty Hearing
DISORDERS and Difficulty Seeing
1.Applied Behavior Analysis (ABA) Children - among the challenges for
-is a therapy based on the science of children is their lack of self-confidence in
learning and behavior. The goal is to the school context in general as well as in
particular activities within the classroom.
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Parents - the findings from the parents’
perspective revealed that they believe their
sons and daughters were not fully qualified
or prepared at school.
Parents gave some suggestions
that could contribute to facilitating the
educational process and raising the
educational level of deaf and hard of
students. The suggestions are:

1. Authorities and educational

institutions should focus on finding
competent and informed translators who are
knowledgeable of the effective teaching
strategies for deaf and hard of hearing
students.

2. Educational Institutions must provide

the students with proper motivation and
the educational environment that helps
them grow and obtain skill sets that they do
not have.

3. The required course materials and

assignments must be minimized in order to
make deaf and hearing students feel more
capable of studying

4. Educational Institutions must have

more qualified educators to teach deaf
and hearing students.

TEACHER
The teaching methods mostly used
do not cater for all the students in the
inclusive classroom because most of the
teachers in the school are not trained in the
teaching and learning methods for students
with special educational needs
The class enrollments also pose a
challenge because the more the students in
the class, the more difficult it becomes to
support them. (Habulezi et al., 2016)