The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Nerissa C. Arcilla
Topic
: Physical and Medical Aspects of Education
TASK SHEET # 1
1. Question: How do you nurture child's brain? Give example and explain.
To nurture a childs brain, one must ensure that the food that the child
eats is nutritional. It is because whatever we ingest goes directly to our system
and nutrients eventually come to our brain (gut-brain axis). So, whatever we eat,
our body or system reacts to it. For example, if you eat food with sugar, the
tendency is you become hyper than usual. With this taking in consideration, if
you let your child eat junk food, which we know contains less or no nutrients at
all, theres a bigger possibility that the brain is not nurtured at all. Based on
studies, food for the brain are healthy fat found in fishes like Omega 3 and
Omega 6. Vegetables can also help a child think well since it contains more
nutrients than pork/meat.
One can also nurture a childs brain during ones prenatal development.
A mother should make sure that she takes supplements that nourishes the brain
of a child such as folic acid. A pregnant woman should not be exposed to
unhealthy environment, as well (smoke, pollution, etc.)
2. Differentiate typical from atypical development? When do you consider a
behavior atypical? Give example and explain.
Atypical development is when a childs behaviors fall outside of the
normal and expected range of a typical development. A behavior is considered
atypical when an individual lacks interest in socialization. For example, an
atypical child prefers to be alone at all times. When somebody comes with
Submitted by:
Andrea Claire C. Malonzo

them, they tend to act aggressive or aloof to the group. Another characteristic is
that they lack interest in things, such as toys, that a typical individual enjoys. It
is because they prefer different/unusual things that oftentimes lead to obsession.
An example is when an atypical child prefers collecting dinosaurs to the point
when he knows all the names of the dinosaur species there is. Whereas, a
regular/typical child would collect usual toys children collect but the
names/variations of the toys wont really matter to them.

Submitted by:
Andrea Claire C. Malonzo

The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Karen J. Alvarez
Topic
: Social Development of Learners
TASK SHEET # 2
1. Question: What are the purposes of evaluation in SEED?
System for Educator Evaluation and Development (SEED) is a model evaluation
and support system that is aligned to a certain states guidelines for educator
evaluation. The purposes of evaluation in SEED is first, to consider multiple,
standards-based measure of performance. An evaluation system that uses multiple
sources of information and evidence results in fair, accurate and comprehensive
pictures of teachers performance. Secondly, to promote both professional judgment
and consistency. This aims to minimize the variance between school leaders
evaluations of classroom practice and support fairness and consistency within and
across schools. Thirdly, to foster dialogue about student learning. This model hinges
on improving the professional conversation between and among teachers and
administrators who are their evaluators. Fourthly, to encourage aligned professional
development, coaching and feedback to support teacher growth.
2. Given the context of EFA and IDEA, what are the roles of the school and
government especially in the Philippines in realizing those goals? Give an
example of classroom implications.
The role of the school and government in the application of Education For All
policy is very critical. In the present time, our government and schools are actually
implementing this in accordance to Millennium Development Goals to eradicate
illiteracy rate. On the other hand, the six principles of IDEA (a. Zero reject b.
Nondiscriminatory identification and evaluation c. Free, appropriate public education
Submitted by:
Andrea Claire C. Malonzo

d. Least restrictive environment e. Due process safeguards f. Parent and student

participation and shared decision making) should be implemented across all schools,
private or public. For example, due to the factor that most parents are unaware of the
adaptations available for their children who has special needs and because of financial
reason they tend to enroll their children to a regular school. Considering this, a
regular school should openly accept that student no matter what and teachers should
be given appropriate trainings and seminar to be well educated on what the
disabilities an individual may have and how to accommodate these in a regular
classroom setting. In this way, though the teacher is not a SPED teacher, he/she is still
capable of helping and teaching the student with much attention to the needs of these
types of children.

Submitted by:
Andrea Claire C. Malonzo

The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Mohaimah T. Muti and Agelique G. De Vera
Topic
: Orthopedic Impairments
TASK SHEET # 3
1. QUESTION: How children with Orthopedic Impairment communicate and
socialize with others? As a teacher, how can you help them?
Many students with orthopedic impairments have no language and sensory issues.
Because of these, they mostly rely on augmentative communication and assistive
devices. Lets say they want to speak, however unable to, a device such as speech
recognition software, screen reading software, communication boards and other
academic packages/software, can be a big bridge in their communicative skill. As a
teacher, we should make them feel that their disability is not a hindrance to
socializing with other people by making them realize that there is really a disability
however some aids can be really helpful for them. In the absence of these devices,
charts or boards and tactile communication.
2. QUESTION: How will you utilize resources to help students with Orthopedic
Impairment achieve success?
Utilization of the available resources for student with orthopedic impairment can be
very helpful in bringing out the potential of a student. However, a teacher should be
familiar with the different types of orthopedic impairments and its effect on different
skills. After becoming familiar with these, a teacher can now use the available
resources appropriately. For example, the use of assistive device for speech and other
difficulties. Since difficulty in motor skill is evident, being able to know what other
body parts function best with a certain activity should be considered so the student
may feel that he/she is not different from others, that he/she can also function as a
normal individual.
Submitted by:
Andrea Claire C. Malonzo

The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Kaye Gwyn R. Lanuzo
Topic
: Students with OI and Intervention
TASK SHEET # 4
1. What are the impacts of orthopedic impairments on educational
performance? (Cite examples). Considering these three factors:
a. Type of Orthopedic Impairment
There are three types of orthopedic impairment and these are Neuromotor
impairments, Degenerative diseases and, Musculoskeletal disorders - since
these impairs the brain, it adversely affects the child's educational
performance. It involves problems using hands, arms and, legs. They may
have difficulty catching up with other students who are able to stand and walk
properly because they may feel helpless from the things that they cannot do
and easily gives up. And since their limbs weakens over time, the student may
be impatient as he sees others who are able to move their body parts. Selfesteem in studying and participating may also be affected since most of their
body parts degenerate over a period of time.
b. Functional limitations resulting from the orthopedic impairment
Since most of them rely on medications, side effect may also affect academic
performance since they may feel drowsy, tired and vision may be affected.
Medications may also affect their stamina. Students with orthopaedic
impairment may also have difficulty in sustaining concentration and handling
time pressures and multitasks.
c. Psychosocial and environmental factors
Students with orthopedic impairment may have less interest in studying due to
the fact that they have limitations because of their body parts not functioning
well. Being unable to lift a certain object such as pencil or notebook could
Submitted by:
Andrea Claire C. Malonzo

hinder their willingness to learn. However, assistive devices may be a big help
if these are available in the classroom.

The National Teachers College

Submitted by:
Andrea Claire C. Malonzo

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Nerissa C. Arcilla
Topic
: Assessment and Teaching Strategies of Students with TBI
TASK SHEET # 6
1. Enumerate some techniques /strategies in teaching learners with Traumatic
Brain Injury. How are these strategies helpful to the learners? Discuss.
For a person with TBI, teachers should be extra careful as to how and what injury
is acquired by the student. This can help them understand what the best
technique/strategy to be used is. For attention/concentration, always use cue words to
alert the student to pay attention in case they lose it. For memory, frequently repeating
the term or summarizing the lesson for them. Teaching them how to use mnemonics
can also be a help. For organization, suggesting a written checklist for complex tasks,
written schedule of routines and reinforcement to constantly remind them of what they
should do in a day. For following directions, provide oral and written instruction
because some may have issues grasping ideas by just listening, they have to see it.
Slowing down the pace of instruction according to how they understand information
can be very helpful to them.
2. What learning activity/ assessment can you give to the learners with
Traumatic Brain Injury? Explain.
Children who have sustained a TBI may exhibit a wide range of newly acquired
deficits or alterations in cognition, physical mobility, self-care skills, and
communication skills as well as changes in emotional and behavioral regulation,
which may significantly affect school functioning. Considering this, Functional
Behavioral Assessment (FBA) to examine, measure and, treat many deficits associated
with TBI, particularly behavioral changes. After assessing these deficits, classroom
accommodation with the use of assistive devices such as tape recorders to help them
Submitted by:
Andrea Claire C. Malonzo

remember or memorize can be a big help. In terms of activities, providing

opportunities for student response and practice at an appropriate pace may be helpful
for them in learning with getting frustrated.

Submitted by:
Andrea Claire C. Malonzo

The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Deztine Marie C. Marana
Topic
: Multiple Disabilities
TASK SHEET # 7
1. What Approaches and Strategies are helpful in teaching students with
Multiple Disabilities?
Approaches and strategies in teaching students with multiple disabilities vary
depending on the disability. However, if a teacher will have to focus on the general
side, the best approach there is inclusion with peers without disabilities.
Learners with sever/multiple disabilities need daily social interactions with their
peers without disabilities to develop positive social skills necessary for acceptance into
the community. Another strategy or approach is community-based instruction. It has
become increasingly apparent that learners with severe disabilities need to acquire and
maintain skills in the natural community environments where the skills are needed to
avoid the difficulty of generalizing from an artificial/theoretical setting to a more
natural one.
2. What challenges are faced by a person whose disability is not observable /
visible?
Invisible disabilities refers to symptoms that are not always obvious to the
onlooker, but can sometimes or always limit daily activities, ranging from mild
challenges to severe limitations and vary from person to person. As a teacher, we often
encounter students requesting for extra time for an exam and we often wonder whether
the child has a disability/difficulty or he/she is just faking it. No one really knows for
sure whether someone has an invisible disability unless it is disclosed. If the disability
is not disclosed, the performance evaluations of a student can be adversely affected if
the disability interferes with the required task at hand. Without knowing that a
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Andrea Claire C. Malonzo

disability is involved, people are left to assume that unexpected poor or inconsistent
performance accurately reflects the persons ability to do the task which can be very
unfair for that person.

The National Teachers College

Quiapo, Manila

Submitted by:
Andrea Claire C. Malonzo

School of Advanced Studies

Master of Arts in Education
Medical, Physical and Social Aspects of Education of Learners with
Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Kaye Gwyn R. Lanuzo
Topic
: Educational Assessment and Interventions in MD
TASK SHEET # 8
1. Explain how does the inclusion strategies in educational assessment help
children with multiple disabilities? Site some factors of these.
Inclusive strategies can be very helpful to student with multiple disabilities in so
many ways. Though it requires care, thought and extensive planning as well as lots of
creativity from the teacher. The first thing to do is, of course, study the students IEP
document where the education and medical history is documented. Ensuring that the
program is closely aligned with the previous goals will save you a lot of time, money
and, effort in planning your teaching strategies. Suggesting assistive technologies, with
the help of volunteers or aid, will help the students in terms of academic performance
and additional experiences. One should also consider physical movement task that can
be done without direct teacher support, like sorting shapes in a box or manipulating a
toy or object so they can feel independent like other students who can regularly do
things. A change of learning environment can also give them a breather from the four
corners of the classroom resulting in greater experience and exposure.
2.

How can peer tutoring support students with multiple disabilities?

Peer tutoring as a strategy in inclusive education serves as an effective

instructional strategy to increase interaction between students with multiple disabilities

and other peers without disabilities. In short, its a two-way advantage. Peer tutoring
seems to be very successful and efficient way of support in adapted physical education
and should be considered as a classroom strategy. Transfer of some of the basic
competencies in special education program is also evident since they have somehow a
tutor to assist them intellectually, physically etc. and the fact that they will create
friendship among them.
Submitted by:
Andrea Claire C. Malonzo

The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Submitted by:
Andrea Claire C. Malonzo

Medical, Physical and Social Aspects of Education of Learners with

Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Erika Chevylle O. Ariles
Topic
: Teaching Strategies with MD
TASK SHEET # 9
1. Explain what are the steps of educators in teaching learners with severe and
multiple disabilities? Give examples.
Addressing the instructional strategies need for a student with severe and/or
multiple disabilities can be overwhelming considering the variety of supports needed
by these students. Planning an Individualized Education Program/Plan should be
multidisciplinary that includes not only teachers but also parents, physical therapist,
and other staff that may provide additional support. Of course, at the center of the
planning process should be the student, and the strengths and desires of the student
should guide the entire process. Specific steps to success need to be identified, and
timelines set for each educational objective. In addition, resources and supports needed
for the student to achieve his goals should be defined and addressed.
The four core competencies of special education program should be included in
the curriculum 1) Facilitate academic progress, 2) Facilitate socialization, 3) Teach
Lifes Skills and, 4) Modify externalizing behaviors. Classroom arrangements must
take into consideration students needs for medication or special equipment. Adaptive
aids and equipment enable students to increase their range of functioning. Inclusion
can also be important in the current educational settings in order to develop social
skills and friendships. Community-based instruction is also a big help in increasing the
students ability to apply the learned skills from school to appropriate situations where
the skills will be used.

The National Teachers College

Quiapo, Manila

School of Advanced Studies

Master of Arts in Education
Submitted by:
Andrea Claire C. Malonzo

Medical, Physical and Social Aspects of Education of Learners with

Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Aries S. Aguila
Topic
: Special Education
TASK SHEET # 10
1. Question: Discuss the societal roles of Special Education and its implications
in the field of education.
The particular function or role of Special Education within the community is to
identify children with unusual needs and to aid in the effective fulfillment of those
needs. This program are in place to serve who have a disability that might interfere
with the educational process.
The focus is to facilitate access to an appropriate education, regardless of the
disability, to help the student achieve academic and life success. This aims to
facilitate academic progress by providing the least restrictive environment and
tailoring instruction and assessment to individual. Another aim is to facilitate
socialization through inclusion.
On the other hand, most of the special education programs are geared toward
teaching life skills such as dressing, personal hygiene, safety, handling money and
day to day decision making. And lastly, this educates students on appropriate and
acceptable behavior as dictated by the society. Since some students with disabilities
may exhibit behaviors that are objectionable, offensive or disruptive to social and
classroom situations, special education allows for some tolerance of these behaviors
within the instructional environment, as teachers work to educate the student
academically and behaviorally.

Submitted by:
Andrea Claire C. Malonzo

Submitted by:
Andrea Claire C. Malonzo