C.

LEARNERS WITH PHYSICAL DISABILITIES

1) Visual Impairment
Description: Visual impairments are disorders in the function of the
eyes that cannot be adequately corrected. Students who are blind or
visually impaired vary considerably in their functional limitations. Some
students have completely no vision and can only see darkness; others
are able to see large forms; others can see print if magnified; and still
others have tunnel vision with no peripheral vision or the reverse.
Characteristics: Students who are blind or visually impaired are
constantly challenged by classroom instructional strategies. Although
they can easily hear lectures and discussions, it can be difficult to
access class syllabi, textbooks, PowerPoint presentations, maps, videos,
written exams, and demonstrations. A large part of traditional learning is
visual, and classroom instruction must be accessible to every student.
Furthermore, some students with visual impairments use Braille, and
have little or no knowledge of Braille. Most students use a variety of
accommodations, technologies, and compensatory strategies.
Accommodations and Modifications:
 Before the Semester Starts: It is important to meet with the
student prior to the first day of class to discuss their
accommodations. This is a good time to find out what format the
student will use to access course materials, such as Braille, digital
text, or large print.

 Course Material to Be Used: Provide a list of books and

materials you will use over the semester as early as possible so
that SAS can obtain the material in an alternate format.

 Orientation to Classroom: Consider asking the student if he/she

would like an orientation to the physical layout of the room, with
locations of steps, furniture, lecture position, low-hanging objects,
or any other obstacles.

 Importance of Language in the Classroom: Use descriptive

language and read aloud anything that is presented for the class to
read, such as PowerPoint slides. Ask students to identify
themselves during classroom discussions.
  Visual Material in an Alternate Format: When using the board
at the front of the class, be sure to say out loud what you are
writing. Charts, graphs, maps, and other visual representations
used in class should have verbal descriptions and/or be converted
to an auditory or tactile representation.

 Videos with Audio Descriptions: Consider access for the

student who is blind or visually impaired when you are showing a
video in class. If available, get a copy of the video in audio-
described format, which allows the student to hear descriptions of
what the rest of the class is seeing.

 Service Dogs: Students who are blind may use a service dog.
Service dogs must be allowed in all classes. Keep in mind that
these are working animals. Do not feed or pet a service dog, as
this will distract it from its job.

2. Hearing Impairment
Description: The hearing impaired learner is one who cannot use
his/her sense of hearing to the fullest advantage for normal classroom
learning. Hearing loss may be congenital, or it may be acquired through
disease or trauma. It may be permanent or remediable. It may be
constant or fluctuating. The learner may appear to hear normally, when
in fact the student cannot really hear speech sounds clearly enough and
is misinterpreting the information. They may also have difficulties
pronouncing speech sounds correctly, poor vocal quality, or trouble
explaining ideas clearly.
Characteristics:

 Some students have a measure of usable residual hearing and

use a device to amplify sounds (such as an FM system). Some
choose to speak; others use very little or no oral communication.
Some students are adept at speech reading, while others have
very limited ability to “read lips.” For some, sign language and/or
finger spelling are the preferred means of communication; other
communication choices include gestures and writing. Most
students who are deaf or hard of hearing have experience
communicating with the hearing population, and it is important to
allow them to guide you on the best way to communicate. Some
also may have difficulty with speech, reading, and writing skills due
to the close relationship between language development and
hearing
Accommodations and Modifications:
 Gaining Attention: Be sure to have a deaf student’s attention
before speaking.
 Preferential Seating: Offer the student preferential seating near
the front of the classroom so he/she can get as much from visual
and auditory clues as possible.
 Effective Communication: Speak and enunciate clearly and
normally. Provide written information as much as possible.
 Videos and Audiovisual Media: Insure that course media is
captioned.
 Class Discussion: When students make comments in class or
ask questions, repeat the questions before answering, or phrase
your answers in such a way that the questions are obvious.
 Class Notes: Students may need your assistance in obtaining
class notes. When a student is looking at a sign language
interpreter or speech reading, it is difficult to take good notes.
 Sign Language or Captioning Services: When a student uses a
sign language interpreter, discuss with the student and the
interpreter(s) where the interpreter(s) should be located to provide
the greatest benefit. When a student uses a captioning service,
discuss with the student and captionist the best location.

It is much easier if the teacher knows or try to learn sign language in

order to understand his/her deaf students without the need of an
interpreter.

3. Speech Impairment
Description: Speech and language impairment varies from person to
person and can range from mild to severe. A learner may have difficulty
with speaking, ‘expressive language’ or understanding, ‘receptive
language’. They may have problems expressing feelings and interacting
with others. This can cause low self-esteem and frustration, and may
lead to behavior problems in the class. As speech and language
problems are not always obvious, we have to think about what lies
behind the behavior and the need the learner may be trying to express.

Characteristics:
The symptoms of speech disorders vary widely depending on the cause
and severity of the disorder. People can develop multiple speech
disorders with different symptoms. People with one or more speech
disorders may experience the following:
  repeating or prolonging sounds
 distorting sounds
 adding sounds or syllables to words
 rearranging syllables
 having difficulty pronouncing words correctly
 struggling to say the correct word or sound
 speaking very softly
Accommodations and Modification:
 Encourage and accept all forms of communication
Learners with speech and language difficulties are often lacking in
confidence and shy about speaking in public, so avoid asking them
to repeat mispronounced words or finish their sentences for them.
 Be conscious of your own communication style
Make sure your language is clear and direct and face the class so
that learners can see your expressions and read your lips if
necessary.
 Teach active listening skills
Explain to the whole class that it is important to be attentive and
look at someone when they are talking to you, and not to interrupt.
 Give time to think and respond to questions
Using the ‘think, pair, share’ model in class provides the time
needed to process information and organize thoughts before
having to answer.
 Build vocabulary
Use pictures, objects and photos to help understand and
remember new vocabulary. Encourage learners to use their visual
memory by making a personal vocabulary box of key words on
picture cards.
 Help build self-esteem
Make sure to notice and praise good interactions and speech.
Describe what they do well and identify and work with their other
strengths, such as creativity and physical talents.
 Help learners to make their needs known
Always check that the learner has understood the task and clarify
any misunderstandings. Encourage them to let you know if they
have not understood by using a pre-arranged signal.

4. Multiple Physical Impairment

Description: Students with multiple impairments have more than one
disability in cognitive, physical and/or functional abilities. They typically
require intensive intervention and supports for activities of daily living. It
is possible to have just one disability, but it is also possible to have
several. In some cases, certain disabilities tend to be comorbid,
meaning that having one makes an individual more likely to have the
other. It can be particularly challenging for people with multiple
disabilities to get the accommodations and support that they need.
Characteristics: Multiple disabilities means a student has more than
one serious disability which may affect mobility, behavior, emotion or
sensory abilities. Some characteristic challenges of individuals with
severe multiple impairments are:

 Limited communication or speech impairment;

 Problems with physical mobility; and
 Cognitive impairments

Accommodations and Modifications:

 Individualized Schedules

Teachers can support students with multiple disabilities by looking at

how the daily or weekly schedule could be made more flexible.
Providing students with disabilities with individualized schedules that
better meets their needs can help establish daily routines that both
students and teachers understand and stick to.

 A Sensory-Friendly Classroom
When possible, teachers should include large print books and texts for
visually impaired students, or even braille books if possible and
applicable. If one or more students in the class speaks ASL, it may be
helpful to teach the entire class some basic signs to help all students
communicate effectively.

 Physically Accessible Spaces

Teachers should arrange their classrooms so that students with
physical disabilities can navigate the space with relative ease. If there
are more serious accessibility issues with the classroom or school
architecture, teachers should try speaking to administrators and
employers to find solutions so that all students with physical disabilities
can receive an education without being needlessly encumbered.

Group 5:
Pah-gad, Stephanie
Pinniliw, Jemabel
Binaliw, Doris
Gulayan, Caren
Gagarin, Jossel
Abilang, Ajha

References:

 https://teachercertification.com/effective-teaching-strategies-
for-students-with-multiple-disabilities/#:~:text=Teachers
%20can%20support%20students%20with,teachers
%20understand%20and%20stick%20to.
 https://www.teachingenglish.org.uk/professional-
development/teachers/inclusive-practices/articles/speech-
and-language-impairment#:~:text=What%20is%20speech
%20and%20language,feelings%20and%20interacting%20with
%20others.
 https://www.medicalnewstoday.com/articles/
324764#symptoms