FOUNDATION OF SPECIAL AND once disabled will always be disabled

INCLUSIVE EDUCATION REVIEWER rendered them uneducable.

PERSPECTIVE OF EDUCABILITY
DIFFERENT ERA Louis Braille - invented a reading and writing
Era of Extermination system for the blind based on the
 During the Greek and Roman Era, combination of one to six raised dots that
people held such negative views about gradually adapted for all languages and is
disability that it was regarded as now widely used around the world.
punishment from God, signifies being Joseph Pereire - first French educator of
bad or evil. congenital deaf mutes. He taught deaf mutes
 Individuals with disability were labeled to communicate by articulating sounds and
as defectives that need to be lip-reading rather than by the use of signs.
eliminated from the society. Jean-Marc Gaspard Itard - was known for
 There were calls for infanticide or the his work on intellectual disability.
father has right to exterminate the child  A case of a feral child named Victor
if it happens to be born with disability. made him well known, the wild boy of
Christian Era Aveyron, who were found wandering in
 During the Christian era the Old the woods and raised by animals.
Testament said that man is  He manages to teach Victor how to
supposedly created by God in his own identify common objects, letters and
image, disability was viewed as meaning of some words,
impurity. demonstrating possibility of teaching
 Disabled person was denied some individuals previously deemed
rights (prohibited to enter sacred unteachable.
places) Later it was changed as the  In 1799, Jean-Marc Gaspard Itard
new testaments presented Jesus as heard reports of a boy abandoned in
being helpful to persons with disability the woods of Aveyron, France, who
 From viewing disability as a sign of had apparently been raised by wolves.
evil to viewing person with disability "Victor, the Wild Boy of Aveyron," as he
as someone needing help. was called, was chosen by Itard as an
Era of Ridicule experimental subject to prove the validity of
 During the Middle Ages, people lived in the "blank slate" concept: that a person could
rigid caste system that discriminate become, or be made into, whatever one
individuals who were different from wants.
majority of society. Maria Montessori - developed techniques
 They were treated with ridicule, and and materials that can be used to teach
they were used as servants or fools, learners with intellectual disability.
they were used as clowns; they were 1970’s and beyond - Sped started to be
mocked for them deformities or even recognized as a formal and identifiable
be ordered to be put to death. profession.
Era of Asylum 1900-1950’s - rise of compulsory education
 During Renaissance Period, Catholic leading toward special and inclusive
Church starts to accept person with education
disabilities as ward of state.
 This started the humane treatment TIMELINE OF SPED IN THE PHILIPPINES
given to them where they were taken 1907: The First SPED School in the
care of in isolation and the belief that Philippines
  First SPED School in the Philippines on the Rights of Persons with
now known as the Philippine School Disabilities (UNCRPD).
for the Deaf, was established in  Department of Education (DepEd) has
Manila, primarily served students with implemented various programs and
hearing impairments. initiatives to make schools more
1926: Formation of the Philippine Association inclusive and accessible.
for the Deaf (PAD) WHAT IS INTELLECTUAL DISABILITY?
 It was founded to advocate for the  Intellectual disability is a
rights and welfare of individuals with neurodevelopmental condition that
hearing impairments and to promote develops in childhood. It affects your
their education. capacity to learn and retain new
1972: Special Education Fund (SEF) Act information, and it also affects
 It was enacted to support the everyday behavior such as social skills
development of special education and hygiene routines. People with this
programs in public schools. It provided condition experience significant
funding for the hiring of special limitations with intellectual functioning
education teachers and the acquisition and developing adaptive skills like
of resources for SPED. social and life skills.
1983: Accessibility Law Intellectual disability is when a child has
(Batas Pambansa Bilang 344) major difficulty or delay in acquiring skills
 It was enacted to require public and across most developmental areas include:
private buildings and facilities to be • motor (movement) skills
accessible to individuals with • communication and speech
disabilities, promoting physical • social interaction
inclusivity. • play and learning (cognitive skills).
1990s: Magna Carta for Disabled Persons
(Republic Act No. 7277) LEARNERS WITH INTELLECTUAL
 In 1992, the Magna Carta for Disabled DISABILITY
Persons was enacted, strengthening Cerebral Palsy - Cerebral palsy is a group of
the rights and privileges of individuals conditions that affect movement and posture.
with disabilities in the Philippines, It's caused by damage that occurs to the
including their right to education. developing brain, most often before birth.
Amended 10754: An Act Expanding the • Cerebral palsy may make it hard to
Benefits and Privileges of Person with swallow. It also can cause eye muscle
Disability. imbalance, in which the eyes don't
 RA 10754 main objective is to provide focus on the same object.
persons with disability the opportunity • People with the condition might have
to participate fully into the mainstream reduced range of motion in their joints
of society granting them at least twenty due to muscle stiffness.
(20%) discount and exemption from • The cause of cerebral palsy and its
the value added tax on the sale of effect on function vary from person to
certain goods and services. person. Some people with cerebral
2000s-Present: Continuing Efforts palsy can walk while others need
 The Philippines has continued its assistance.
efforts to promote inclusive education, • Some people have intellectual
aligning with international conventions disabilities, but others do not.
such as the United Nations Convention Down syndrome - also known as trisomy
21 is a genetic condition caused by an extra
chromosome. Most babies inherit 23 handwriting, as the person may
chromosomes from each parent, for a total of struggle with letter spacing, spatial
46 chromosomes. awareness, and motor planning.
• Babies with Down syndrome however, Dysgraphia can make it hard for the
end up with three chromosomes at person to think and write
position 21, instead of the usual pair. simultaneously.
Symptoms may include:  Dyscalculia: Sometimes known as
• Distinctive facial features “math dyslexia,” this condition includes
• Mild to moderate intellectual learning disorders related to
disabilities mathematics, such as difficulty with
• Heart, kidney and thyroid issues numbers, concepts, and reasoning.
• Numerous respiratory infections, from People with dyscalculia may struggle
colds to bronchitis and pneumonia to count money, read clocks and tell
• Skeletal abnormalities, including spine, time, perform mental math
hip, foot and hand disorders calculations, identify number patterns,
• Flexible joints and weak, floppy and apply mathematical formula.
muscles
• Overly quiet baby SYMPTOMS/ CHARACTERISTICS
• Less responsive to stimuli • Poor memory
• Difficulty focusing
WHAT IS LEARNING DISABILITY? • Short attention span
Learning disabilities are a group of • Difficulty with reading or writing
neurodevelopmental disorders that can • Inability to distinguish between
significantly hamper a person’s ability to learn sounds, letters, or numbers
new things. As a result, the person may have • Difficulty sounding out words
trouble with tasks such as speaking, reading, • Tendency to put numbers or letters in
writing, paying attention, understanding the wrong sequence
information, remembering things, performing • Difficulty telling time
mathematical calculations, or coordinating • Confusion between right and left
movements. • Tendency to reverse letters
• Difficulty grasping certain words and
TYPES OF LEARNING DISABILITY concepts
“Learning disability” is an umbrella term that • Disconnect between words and
encompasses many types of specific learning meaning (i.e. saying one thing but
disorders, including: meaning another)
 Dyslexia: is the most common • Difficulty expressing thoughts and
learning disability, accounting for 80% emotions
of all learning disability cases. It is a • Poor hand-eye coordination
language processing disorder • Delayed speech development
characterized by difficulty with • Disorganization
speaking, reading, writing, or
understanding words. CAUSES
 Dysgraphia: People with dysgraphia • Maternal illness during pregnancy
may have difficulty putting their • Birth complications
thoughts into writing due to issues with • Genetics
vocabulary, spelling, grammar, • Injury or illness, such as meningitis, in
memory, and critical thinking. This early childhood
condition is characterized by poor
 • Health conditions such as cerebral • Can't start a conversation or keep one
palsy and Down’s syndrome often going, or only starts one to make
involve some extent of learning requests or label items
disability CAUSES
• Genetics
• Environmental Factor
ATTENTION DEFICIT HYPERACTIVITY
INTERVENTION DISORDER (ADHD) - is a mental health
• Special education: may benefit from condition that can cause unusual levels of
education by specially trained teachers hyperactivity and impulsive behaviors. People
who perform a comprehensive with ADHD may have trouble focusing their
evaluation of the child’s abilities and attention on a single task or sitting still for
then help the child build on their long periods of time.
strengths while compensating for their
disabilities. A person who is experiencing
• Medication: may take medication to Hyperactivity and Impulsivity may:
improve their ability to focus and • find it difficult to sit still or remain
concentrate. seated in class
• Therapy: help deal with emotional • have trouble playing or carrying out
issues and develop coping skills. tasks quietly
• speech and language therapy. • talk excessively
• Support groups: parents of children • find it hard to wait their turn
with learning disabilities may benefit • interrupt others when they’re speaking,
from support group meetings that help playing, or carrying out a task
them connect with others who have Someone who is having difficulty
similar experiences. focusing/Inattentive might:
• make frequent mistakes or miss details
AUTISM SPECTRUM DISORDER - is a when studying or working
condition related to brain development that • find it hard to maintain focus when
impacts how a person perceives and listening, reading, or holding a
socializes with others, causing problems in conversation
social interaction and communication. The • have trouble organizing their daily
disorder also includes limited and repetitive tasks
patterns of behavior. The term "spectrum" in • lose items frequently
autism spectrum disorder refers to the wide • be easily distracted by small things
range of symptoms and severity. happening around them

CHARATERISTICS/SYMPTOMS CAUSES
• Fails to respond to his or her name or • Despite how common ADHD is,
appears not to hear you at times doctors and researchers still are not
• Resists cuddling and holding, and sure what causes the condition. It’s
seems to prefer playing alone, believed to have neurological origins.
retreating into his or her own world • Genetics may also play a role.
• Has poor eye contact and lacks facial • It’s possible for ADHD to occur in some
expression people who also have learning
• Doesn't speak or has delayed speech, disabilities.
or loses previous ability to say words
or sentences INTERVENTION
 • Other than medication, to help relieve including specific accommodations or
any effect on children learning, modifications to support their mobility
teachers can map out individual challenges
guidelines for a student with ADHD. 4. Collaboration with Specialized
• This may include allowing extra time Professionals - working closely with
for assignments and tests or physical therapists, occupational
developing a personal reward system. therapists, or mobility specialists to
LEARNERS WITH DIFFICULTY provide targeted interventions and
MOVING/WALKING strategies to improve mobility and
Learners with difficulty moving/walking may independence.
exhibit unique learning characteristics due to 5. Inclusive Teaching Practices -
their physical limitations. Some common implementing inclusive teaching
learning characteristics include: strategies that accommodate diverse
1. Slower Movement - they may take learning needs, such as providing
more time to move from one place to alternative assignments, flexible
another or require assistive devices seating arrangements, or extra time
like wheelchairs, crutches, or walkers. for movement breaks.
2. Limited Physical Endurance - these LEARNERS WITH DIFFICULTY HEARING
learners may tire more quickly  Over 5% of the world’s population-360
compared to their peers, affecting their million people- has disabling loss.
ability to actively participate in physical  The deaf sometimes seem to hear me
activities or extended periods of only when they feel like it
walking.  Noise is the major avoidable cause of
3. Fine Motor Challenge - difficulties in hearing loss.
fine motor skills, such as writing or  Gradual hearing loss can affect people
manipulating small objects, may be of all ages.
present due to limited mobility or  Hearing loss - A person who is not able
dexterity. to hear as well as someone with
4. Need for Assistive Technology - normal hearing:
learners may require specialized EXAMPLE:
equipment or assistive technology to Conductive Hearing Loss
facilitate their learning, such as Sensorineural Hearing Loss
adaptive keyboards, voice recognition Mixed Hearing Loss
software, or wheelchair-accessible Central Hearing Loss
desks. Auditory Processing Disorder (APD)
GENERAL EDUCATIONAL ADAPTIONS: Functional Hearing Loss
1. Physical Environmental Modification -  Hard of hearing - refers to people with
ensuring that classrooms, hallways, hearing loss ranging from mild to
and school facilities a re-accessible severe.
and wheelchair -friendly, with ramps,  Deaf - people mostly have profound
elevators, and accessible restrooms. hearing loss, which implies very little or
2. Assistive Technology - providing no hearing.
learners with access to appropriate
assistive technology and training on CAUSES OF HEARING LOSS
how to use it effectively. A. CONGENITAL CAUSES
3. Individualized Educational Plan (IEP) Hereditary and acquired soon after birth
- developing IEPs that address the B. ACQUIRED CAUSES
unique needs of each learner, Infectious diseases or Chronic Ear Infection
WHAT SHOULD DEAF STUDENTS
BE TAUGHT? TYPES AND CASES OF VISUAL
 General education subject content. IMPAIRMENTS
(English, math, science, general knowledge  Amblyopia - reduction or loss of vision
etc.,) in the weaker eye from lack of use.
 Special curriculum features for the  Astigmatism- distorted or blurred vision
deaf. caused by irregularities in the cornea
(rhythm, auditory, speech & language) and other surfaces of the eve.
LEARNERS WITH DIFFICULTY SEEING  Hyperopia (farsightedness)- difficulty
Learners with difficulty seeing often have seeing near objects clearly but able to
physical signs, such as crossed eyes, focus on distant objects.
squinting, and eyes that turns outwards. They  Muscular Degeneration- central area
may also be clumsy, usually bumping, into of the retina gradually deteriorates
objects which cause them to fall down. They causing loss of clear vision in the
like to sit near the instructional materials or at center of the field.
times would stand up and go near the visual  Myopia (nearsightedness)- distant
aids. objects are blurred not seen at all but
I. Cognition and Language near objects are seen clearly.
Learners with difficulty seeing perform poorly  Strabismus- inability to focus on the
in terms of cognitive tasks that requires same object with both eyes because of
comprehension or relating various kinds of an inward or outward deviation of one
information. It's more difficult for them to see or both eyes
and understand relationships among various 
experiences. IDENTIFYING LEARNERS WITH
II. Motor Development and Mobility DIFFICULTY SEEING
Blindness may result to delays and deficits EYE APPEARANCE:
and motor development. A child with vision  Turning of eye in or out anytime
problems may experience painful contact with  Reddening of eyes or eyelids
environment.  Excessive tearing of eyes
III. Social Adjustment and Interaction  Encrusted eyelids
Children with visual impairment may engage  Frequently developing stye on lids
in less play which could affect their social  Frequently complaining doing desk
skills development. In adults, having visual works
impairment may increase social isolation.  Feeling nauseous or dizzy
Their condition keeps them from benefitting  Blurring vision after a short time
from role models due to their inability to BEHAVIORAL SIGNS
observe them. It’s difficult for them to see and  Deficits in eye movement abilities
respond to social signal of others  (ocular motility)
Stereotypic Behavior - are prone to develop  Turning of head as one reads across
in persons with visual impairment. Repetitive the page
body movements may call negative attention  Frequently losing place during reading
to other people and can make socialization  Needing the use of finger, pen or
hard. marker to keep place on what is being
Common Stereotypies - these include read
behaviors that are often observed such as  Short attention span in copying or
nail biting, thumb sucking, hair twirling, biting reading
oneself, teeth grinding, rocking, and head  Frequent omission of words
banging.
  Writing uphill or downhill direction on
paper
 Rereading or skipping lines without
being aware of it
 Poor page orientation of drawings
 Dysfunction in eye teaming
(binocularity) LEARNERS WITH DIFFICULTY
 Complaining of having double vision COMMUNICATING
 Repeating of letters within words
Communication Disorder
 Omission of numbers, letters, or
A communication disorder is an impairment in
phrases
the ability to receive, send, process, and
 Misalignment of digits in number
comprehend concepts or verbal, nonverbal
columns
and graphic symbol systems. A
 Frequent squinting
communication disorder may be evident in
 The need to close or cover one eye to
the processes of hearing, language, and/or
see better
speech. It may range in severity from mild to
 Extreme tilting of head during desk
profound. It may be developmental or
work
acquired. Individuals may demonstrate one or
 Consistent gross postural deviations
any combination of communication disorders.
when doing desk work
Also, communication disorder may result in a
PROBLEMS IN VISUAL PERCEPTION
primary disability, or it may be secondary to
 Errors in words with similar beginnings
other disabilities.
 Failure to recognize same words in
subsequent sentences Speech or Language Impairment
 Reversal of letters or words in writing Refers to communication disorder, including
and copying stuttering, impaired articulation, language
 Confusion with likenesses and minor impairment or voice impairment that
differences negatively affects one’s educational
 Confusion with similar beginnings and performance. Speech Impairment pertains to
endings of words deviations for far from the speech of other
 Failure to visualize what is read people that it calls attention to itself which
 Whispering to oneself for includes articulation disorders, fluency
reinforcement while reading silently disorders and voice disorders.
 Regressing to "drawing with fingers" to
 Receptive Language Disorder - lack of
decide
ability to make sense of or identify
 likes and differences
sounds and words. Also called auditory
THE SNELLEN CHART
processing disorder.
Used to test visual acuity. Develop by a Dutch
 Expressive Language Disorder – the
Ophthalmologist Herman Snellen in 1862 and
difficulty in expressing language.
still widely used in measuring visual acuity
 Fluency Disorder – refers to difficulty in
today.
forming sounds, words and phrases
Visual Acuity (VA) is a measure of the ability
because of neurological reasons.
of the eye to distinguish shapes and the
 Oral Muscular Disorder – physical
details of objects at a given distance. It is
disorders where the muscles
important to assess VA in a consistent way in
controlling speech are impaired,
order to detect any changes in vision. One
injured or developmentally abnormal.
eye is tested at a time.
Communication Disorders
  Dysarthria – the lack of ability to mispronunciation and number or
execute movements involved in errors.
speech which is a motor planning C. Hearing - the child’s hearing is
disorder. evaluated in order to identify whether it
 Apraxia – inability to coordinate is a child’s hearing problem that is
speech movement which is also a causing the communication disorder.
motor planning disorder
 Mutism – inability to produce speech
wherein muscles are unable to move. D. Phonological Awareness and
 Delayed language – pertains to the Processing - when children lack
language of a child who is slow to phonological awareness and
develop language skills in the context processing skills, they could have
of typical development of motor and problems with receptive and
cognitive skills. expressive spoken language as well
as difficulties in learning to read.
Causes of Communication Disorders
E. Overall Language Development and
 Aphasia - the loss of ability to process Vocabulary - tests that measure a
and use speech. This could be due to child’s vocabulary as an indicator of
a cardiovascular event among adults language competence can be
or head injury among children. administered.
 Genetics - phonological disorders and F. Language Samples - samples of
stuttering could be linked to genetic child’s expressive speech and
causes. language are taken and examined.
 Environmental Factors- for instance, G. Observation in Natural Settings -
when children are punished for talking, children’s use of language are
gesturing or trying to communicate, or observed as they engage in everyday
the lack of stimulation and motivation activities.
to participate in communication or How to deal and help someone with
interact with others at home. communication difficulties?
Try to speak clearly and at a normal volume.
Make sure you're listening and watching for
IDENTIFYING LEARNERS WITH
the person's reactions, as not all
DIFFICULTY COMMUNICATING
communication is verbal. It's also important
A. Case History and Physical that you don't pretend you've understood
Examination - the child’s case history them if you haven't.
is documented. Biographical
information, as well as milestones of LEARNERS WITH DIFFICULTY IN
child’s development is asked from SELF-CARE
parents and the specialist does a Self-care refers to the capacity to perform
physical examination of child’s mouth daily living activities or specific to body care.
in order to and whether there are any Children with additional needs like those who
irregularities in tongue, lips, teeth, have moderate to severe cognitive deficits,
palate or other structures that could including those who have Intellectual
affect speech production. Disability (I.D.) or Intellectual Developmental
B. Articulation - the specialist assesses Disorder (I.D.D.) struggles with self-care.
speech errors and records sounds that Intellectual Disability is a developmental
are produced incorrectly, types of disorder that includes deficits in intellectual
and adaptive functioning across domains of
conceptual, social, and practical that occurs • Due to Cognitive difficulties, Children with ID
during the developmental period. may also have deficits in the areas of:
 To be diagnosed with ID/IDD, a 1. Reasoning
student must have deficits in the both 2. Planning
Cognitive and Adaptive domains. 3. Judgement
 Children with Down's Syndrome with 4. Abstract thinking
moderate to severe Disability may also
Youths with Intellectual disabilities are known
have problems with self-care.
to be:
Everyone needs certain self-care skills to
1. Friendly
simply get through the day. Skills related
2. Sociable
to eating, dressing, and personal hygiene
3. Positive coping skills
are requirements for anyone wishing to
• Strengths and Positive traits of transition
live even a semi-independent life.
age youth with disability and/or autism.
What other problems can occur when you (based on the study of Carter, 2015 using
see difficulties with self-care skills? qualitative and quantitative measures):
1. They have a positive outlook in life.
When a child has self-care difficulties,
2. Shows positive relations with others.
they might also have difficulties with:
3. Have active coping skills
 Following instructions 4. Have acceptance coping skills
 Social skills Specific approaches have been found to be
 Fine motor skills effective in teaching students with difficulty
 Gross motor skills with self-care:
The Traditional approach to measuring • Task analysis - is a behavioral
levels of severity of ID was determined approach that breaks down a complex
through the use of Intellectual tests: behavior or task into step-by-step
procedures, thereby providing
• Mild level IQ 50-70
modeling and ample practice for the
• Moderate IQ 35-50
students with difficulties.
• Severe IQ 20-35
• Profound IQ Below 20
• Forward chaining:
However, using measures of Intelligence 1. The program begins with the first step
is only one aspect as adaptive functioning in the sequence
also needs to be assessed to identify if a 2. Then providing hand-over-hand
child has an intellectual disability. • In assistance
place of IQ levels, the support needed by 3. Then gradually fading verbal and then
a person with ID is used to determine the gestural prompts
level or degree of severity of the Disability.
• Backward chaining: the teacher
LEARNING CHARACTERISTICS
models all the steps from the
• Early Characteristics of Children with beginning then allows the child to do
Intellectual Disability (ID) the last step of the behavior chain with
1. They learn to sit up, crawl, walk and assistance and promptism.
talk later than other children • Video-Based Intervention: includes
2. May have trouble remembering and video modeling and video prompting
understanding consequences of for teaching daily living skills has been
actions. found effective for learners with
intellectual and learning difficulties.
Video-Based Intervention types: balance, harmony, and visual
• Video Modeling: a student watches a interest.
brief video of an able person 4. Sensitivity to Aesthetics: A
performing a target skill or task and heightened appreciation for beauty
then imitates the behavior. and the ability to express it through
• Video Self-Modeling: the student art. Curiosity and experimentation:
watches a video of himself/herself A willingness to explore new
performing a task. materials, techniques, and artistic
• Video Prompting: each step is shown styles.
in a video, which the students imitate 5. Strong observational skills: This
before the next step is shown. ability to closely observe the world
GIFTED AND TALENTED LEARNERS around them, translating details
Gifted and talented learners are into artwork.
individuals who possess exceptional 6. Conceptual understanding: Ability
abilities, skills, or talents that set them to convey complex ideas and
apart from their peers. These learners emotions through their artwork.
demonstrate high levels of cognitive, 7. Perseverance and dedication: A
creative, or artistic ability, and often strong work ethic and commitment
require specialized instruction and support to refining their artistic skills.
to reach their full potential. Gifted and ACCOMODATION
talented learners may exhibit • sign language interpreters for students
characteristics. who are deaf
• computer text-to-speech computer-
VISUAL ARTS based systems for students with visual.
Children gifted in art develop the desire impairments or Dyslexia
and the ability to depict people and other. • extended time for students with fine
subjects from their environment at an motor limitations, visual impairments, or
earlier age than other children. The learning disabilities:
elements of. composition, color, space, • large-print books and worksheets for
and movement are handled with greater students with visual impairments; and
sensitivity by visually. •trackballs and alternative keyboards for
CHARACTERISTICS students who operate standard mice and
1. Exceptional Visual perception: keyboards.
Ability to see and interpret details,
nuances, and relationships MUSIC
between colors, shapes, and forms Learners who are gifted and talented in
with great accuracy. music possess exceptional abilities and a
2. Creative imagination: A strong deep passion for music. They often
ability to generate original ideas demonstrate unique skills and a high level
and concepts, often pushing artistic of aptitude in various aspects of music,
boundaries. such as performance, composition, and
3. Technical proficiency: Skilled in theory.
using various art mediums and CHARACTERISTICS
techniques, demonstrating control 1. Natural Musicality: Gifted and talented
and precision in their application. music learners tend to have a strong
Compositional awareness: A deep sense of rhythm, pitch, and melody
understanding of how to arrange from a young age. They may be able
elements within a piece to create to sing or play instruments in tune and
 with a natural sense of rhythm without 8. Emotional Connection: These learners
extensive training. often have a deep emotional
2. Creativity: These learners often connection to music, allowing them to
possess a high level of creativity, express themselves and convey
which allows them to compose and emotions through their performances
improvise original music effortlessly. and compositions. They may also be
They may also think outside the box able to connect with others on an
when solving problems related to emotional level through their music.
music or when approaching new ACCOMODATION
projects. 1. Differentiated Instruction: Teachers
3. Quick Learners: Gifted and talented should provide differentiated
music learners typically have a rapid instruction to cater to the diverse
learning pace, enabling them to grasp learning needs of gifted and talented
complex musical concepts and students. This may involve offering
techniques quickly. They may also be advanced or enriched content,
able to learn new pieces or songs challenging assignments, and more
faster than their peers. complex musical concepts.
4. Attention to Detail: These leaners often 2. Independent Study: Encourage gifted
have a keen sense of detail, which students to pursue independent study
allows them to focus on subtle or research projects related to their
nuances in music, such as expression, musical interests. This can help them
dynamics, and phrasing. They may delve deeper into specific areas of
also be able to identify and correct music and develop a strong sense of
mistakes in their own performances or ownership over their learning.
compositions. 3. Peer Collaboration: Encourage gifted
5. Motivation and Passion: Gifted and and talented learners to collaborate
talented music learners are often with their peers, either by forming
highly motivated and passionate about small ensembles or participating in
their craft. They may be driven to excel group projects. This can help them
in music and constantly seek develop leadership and teamwork
opportunities to learn, grow, and skills while also providing
improve their skills. opportunities for creative exchange
6. Versatility: These learners may have and learning from others.
the ability to excel in various musical 4. Expert Guidance: Connect gifted and
genres and instruments, showcasing talented students with music
their versatility and adaptability. They professionals, mentors, or guest
may also be able to switch between artists who can provide valuable
different roles, such as performer, insights, guidance, and inspiration.
composer, and music producer. 5. Encourage Interdisciplinary Learning:
7. Collaboration: Gifted and talented Help gifted and talented learners
music leaners often have strong make connections between music
interpersonal skills, enabling them to and other subjects, such as science,
work effectively in ensembles and history, or literature. This can foster a
collaborate with others to create deeper understanding of the broader
music. They may also be able to context of their musical studies.
provide constructive feedback and 6. Emotional Support: Recognize that
support their peers in the learning gifted and talented students may face
process. unique challenges, such as feelings of
 isolation or under stimulation. Provide a faster pace or skip grades to match
a supportive and understanding their advanced abilities.
environment that encourages open 3. Flexible Grouping: Grouping gifted
communication and addresses their learners together for specific subjects
emotional needs or projects to provide opportunities
INTELLECTUAL GIFTEDNESS for collaboration and intellectual
Is a term used to describe individuals who stimulation.
demonstrate exceptional levels of aptitude 4. Independent Study: Allowing gifted
or competence in one or more domains. students to pursue self-directed
Gifted individuals typically exhibit projects or research in areas of
advanced cognitive abilities, creativity, and interest to deepen their knowledge
a high level of intellectual curiosity. They and skills.
often excel in areas such as problem- 5. Mentorship: Pairing gifted learners
solving, critical thinking, and abstract with mentors or experts in their field
reasoning of interest to provide guidance,
CHARACTERISTICS support, and opportunities for growth.
1. Intellectual Curiosity: Gifted individuals 6. Differentiated Instruction: Tailoring
have a strong desire to learn and instruction to meet the individual
explore new ideas and concepts. learning needs of gifted students,
2. Creativity: They often display originality including providing more challenging
in their thinking and have a unique assignments, projects, or
perspective on the world. assessments.
3. Advanced Language Skills: Gifted 7. Advanced Placement Courses:
individuals may have an extensive Offering Advanced Placement (AP)
vocabulary and excel in verbal courses or dual enrollment programs
communication. to provide gifted learners with
4. Critical Thinking: They can analyze college-level coursework and
information deeply, make connections, academic challenges.
and think critically about complex 8. Specialized Programs: Providing
issues. access to specialized programs for
5. Intense Focus: Gifted individuals may gifted learners, such as STEM
show intense focus and concentration (Science, Technology, Engineering,
on tasks that interest them. and Mathematics) programs, arts
6. High Achievement: Gifted individuals programs, or gifted education
often achieve at a level significantly programs.
above their age peers in academic or 9. Social and Emotional Support:
creative endeavors. Recognizing the social and emotional
7. Sensitivity: others. They may be highly needs of gifted learners and
sensitive to their environment, providing support, counseling, and
emotions, and the needs of others. resources to help them navigate
ACCOMODATION challenges such as perfectionism,
1. Enrichment Programs: Providing peer relationships, and stress.
enrichment programs that offer 10. Parental Involvement: Involving
advanced and challenging curriculum parents in the educational process
content to stimulate gifted learners and providing resources and support
intellectually. to help them advocate for their gifted
2. Acceleration: Allowing gifted students children's needs and interests.
to progress through the curriculum at
PERFORMING ARTS 6. Need for accommodations: Learners
Learners with disabilities in performing may require accommodations such as
arts often benefit from inclusive practices accessible facilities, modified
that accommodate their needs while equipment, or support from educators
fostering their creativity and skills. This trained in inclusive teaching methods.
can include providing accessible facilities, 7. Emotional expression: Performing arts
specialized instruction, adaptive provide a powerful outlet for emotional
equipment, and supportive environments expression, allowing learners with
to ensure they can fully participate and disabilities to communicate and
express themselves. Many organizations connect with others in meaningful
and educators are working to make ways.
performing arts more inclusive and
accessible to all individuals, regardless of
their abilities.
CHARACTERISTICS
1. Varied sensory perceptions: Individuals
with sensory disabilities may ACCOMODATION
experience and interpret the 1. Accessible Spaces: Ensuring venues
performing arts differently, relying more are wheelchair accessible and have
heavily on auditory, tactile, or visual accommodations for sensory needs
cues. like quiet areas or sign language
2. Diverse motor abilities: Physical interpreters.
disabilities can affect motor skills, 2. Adaptive Equipment: Providing
coordination, and movement, adaptive equipment such as modified
influencing how learners engage with musical instruments, specialized
activities like dancing or playing dance shoes, or ergonomic seating.
musical instruments. 3. Alternative Communication: Using
alternative communication methods
3. Unique communication styles: like visual aids, gestures, or
Learners with disabilities affecting communication boards for learners
speech or language may use with speech or language impairments.
alternative communication methods 4. Flexible Instruction: Tailoring
such as sign language or instruction to accommodate different
augmentative and alternative learning styles and abilities, such as
communication (AAC) devices. breaking down complex movements
4. Different learning paces: Some into smaller steps or providing extra
learners with cognitive disabilities time for rehearsal.
might require additional time to 5. Inclusive Casting and Roles: Offering a
process information or instructions, variety of roles in performances that
impacting their learning pace and suit different abilities, ensuring
rehearsal schedules. everyone has the opportunity to
5. Creativity and adaptability: Many participate and showcase their talents.
individuals with disabilities develop 6. Supportive Environment: Creating a
creative strategies and adapt to supportive and encouraging
challenges, bringing unique atmosphere where learners feel
perspectives and approaches to their comfortable expressing themselves
artistic endeavors. and trying new things without fear of
judgment.
7. Collaborative Approach: Collaborating
with caregivers, therapists, and
specialists to understand individual
needs and develop personalized
strategies for inclusion.
8. Training for Staff and Peers: Providing
training for instructors, volunteers, and
peers on disability awareness,
Inclusion techniques, and how to
support learners with disabilities
effectively.