PART 2 - Focus on the Learner

2.2. Student Diversity

Reporter: Course Facilitator:

Rachel Ramon Prof. Ma Cecilia Deocampo
Hizyl C. Obsequio
Helen Obrigue
Maeyesa Gregore

Module 4 -Individual Differences

Specific Objectives

 Identify the different factors that bring about diversity in the classroom.
 Demonstrate a positive attitude towards diversity as an enriching element in the
learning environment.
 Come up with teaching strategies that consider students diversity.

Advance Organizer

Individual Differences
(Student Diversity)

Individual Differences Benefits of Diversity in Classroom Strategies for

Factors the Classroom Student Diversity

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Discussion

Factors that bring about Student Diversity

In all learning environment, individuals interact with others who are in some ways
different from them. Recall how these differences were shown in your class tally-gender and
racial, ethnic or cultural background (nationality, province, language). This diversity also
comes from other factors like the following:
1. Socioeconomic status – The millionaires’ lifestyle differs from that of the middle
income or lower income group.
2. Thinking/learning style – Some of you learn better by seeing something; others
by just listening; and still others by manipulating something. (You will learn more
of these in Module 5).
3. Exceptionalities – In class there maybe one who has difficulty in spoken
language comprehensive or seeing, hearing, etc. We will have more on these in
Module 6.

How Student Diversity Enriches the Learning Environment

A teacher may be “challenged” to handle class with students so diverse. There are be
students having different cultural background, different language abilities, different attitudes
and aptitudes and behaviors. Some teachers might see this diversity as a difficult
predicament. Yet a more reflection teacher may see a diverse classroom as an exciting place
to learn not just for her students, but for herself, as well. A wise teacher may choose to
respect and celebrate diversity! Read on to discover the benefits and learning opportunities
that the student diversity can bring to your classroom once you become teacher someday.
1. Students’ self-awareness is enhanced by diversity. Exposing students to others
with diverse backgrounds and experiences also serves to help students focus on
their awareness of themselves. When they see how others are different, students are
given reference points or comparative perspective which sharpen assessment of
their own attitudes, values and behaviors.
2. Student diversity contributes to cognitive development. The opportunity to gain
access to the perspective of peers and to learn from other students, rather than the
instructor only, may be especially important for promoting the cognitive
development of learners. Supreme Court Justice, William J. Brennan said: “The
classroom is peculiarly the ‘marketplace of ideas.’ The depth and breadth of
student learning are enhanced by exposure to others from diverse backgrounds.
Student diversity in the classroom brings about different points of view and varied
approaches to the learning process.
As the German philosopher, Nietzsche, said over 100 years ago: “The more
affects we allow to speak about one thing, the more eyes, different eyes can we use
to observe one thing, the more complete will our concept of this thing, our
objectivity, be.”
3. Student diversity prepares learners for their role as responsible members of
society. Suzanne Morse stresses one competency that has strong implications for
instructional strategies that capitalize on diversity: “The capability to imagine
situations or problems from all perspectives and to appreciate all aspects of
diversity”. Furthermore, she argues: “The classroom can provide more than just

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theory given by the teacher in a lecture. With student diversity, the classroom
becomes a ‘public place’ where community can be practiced.
4. Student diversity can promote harmony. When student diversity in integrated
into the classroom teaching and learning process, it can become a vehicle for
promoting harmonious race relations. Through student-centered teaching strategies,
diverse students can be encouraged to interact and collaborate with one another on
learning tasks that emphasize unity of effort while capitalizing on their diversity of
backgrounds.

Some Tips on Student Diversity

1. Encourage learners to share their personal history and experience. Students will
be made to realize that they have something in common with the rest. They also differ
in several ways.

2. Integrated learning experiences and activities which promote students’

multicultural and cross-cultural awareness.
 You can encourage or even initiate co-curricular experiences that are aimed at
promoting diversity awareness. These activities could be held to coincide with
already-scheduled national weeks or months which are designated for
appreciation of diverse groups: Disability Awareness Week, Linggo ng Wika,
Indigenous People’s Week, etc.
 Let students interview other students on campus who are from diverse
backgrounds (foreign students or students from other ethnic/racial groups).
These students or different racial and ethnic origin serve as source of first-
hand information on topics related to their culture. This can also provide
opportunity for interaction among students who may otherwise never come in
contact with each other.
 Invite students to Internet discussion groups or e-mail; have students “visit”
foreign countries and “talk” to natives of those countries.
 Ask students if they have ever been the personal target of prejudice or
discrimination, and have them share these experience with other members of
the class.

3. Aside from highlighting diversity, identify patterns of unity that transcend group
differences.
Clyde Kluckholn, an early American anthropologist who spent life time human
diversity across different cultures, concluded from his extensive research that, “Every
human is, at the same time like all other human, like some humans and like no other
human” (cited in Wong, 1991). His observation suggest a paradox in the human
experience, namely: we are all the same in different ways. It may be important to
point out to students the biological reality that we, human being, share approximately
95% of our genes in common, and that less than 5% of our genes account for the
physical differences that exist among us. When focusing on human differences, these
commonalities should not be overlooked; otherwise, our repeated attempts to promote
student divisiveness. One way to minimize this risk, and promote unity along with
diversity, is to stress the university” of the learning experience by raising students’

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consciousness of common themes that bind all groups of people-in addition to

highlighting the variations on those themes.
 Periodically place students in homogeneous groups on the basis of shared
demographic characteristics (e.g., same-gender groups of same-race/ethnicity
groups), and have them share their personal views or experiences with respect
to course issues. Then form a panel comprised of representatives from each
group who identify the key differences and recurrent themes that emerge
across different group, or students who are not on the panel can be assigned
this task.
 Try to form groups of students who are different with respect to one
demographic characteristics but similar with respect to another (e.g., similar
gender but different with respect to race/ethnicity, or similar in age but
different gender). This practice can serve to increase student awareness that
humans who are members of different groups can, at the same time, be
members of the same group-and share similar experiences, needs or concerns.
 After students have completed self-assessment instrument (e.g., learning style
invention or personality profiles), have them line up or move to a corner of the
room according to their individual scores or overall profile. This practices can
visibly demonstrate to student how members of different student populations
can be quite similar with respect to their learning or personality profiles, i.e.,
students can see how individual similarities can often overshadow group
differences.

4. Communicate high expectation to students from all subgroups.

 Make a conscious attempt to call on, or draw in students from diverse groups
by using effective questioning techniques that reliably elicit student
involvement. In addition to consciously calling on them in class, other
strategies for “drawing in: and involving students include: (a) assigning them
the role of reporter in small-group discussions, i.e., the one who reports back
the group’s ideas to the class, and (b) having them engaged in paired
discussions with another classmate with the role of both listener and speaker,
and (c) scheduling instructor-student conference with them outside the
classroom.
 Learn the names of your students, especially the foreign names that you may
have difficulty pronouncing. This will enable you to establish early personal
rapport with them which can later serve as a social/emotional foundation or
springboard for encouraging them to participate.

5. Use varied instructional methods to accommodate student diversity in learning

styles.
 Diversity the sensory/perceptual modalities through which you deliver and
present information (e.g., orally, in print, diagrammatic and pictorial
representations, or “hands on” experience)
 Diversity the instructional formats or procedures you use in class:
 Use formats that are students-centered (e.g., class discussion, small group
work) and teacher-centered (e.g., lectures demonstrations)
 Use formats that are unstructured (e.g., trial-and-error discovery learning)
and structured (e.g., step-by-step instruction)

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 Use procedures that involved both independent learning (e.g.,

independently completed projects, individual presentations) and
interdependent learning (e.g., collaborative learnings in pairs or small groups).

6. Vary the example you use to illustrate concepts in order to provide multiple
contexts that are relevant to students from diverse backgrounds.
Specific strategies for providing multiple examples and varied context that are
relevant to their varied backgrounds include the following:
 Hove students complete personal information cards during the first week of
class and use this information to select examples or illustrations that relevant
to their personal interest and life experiences.
 Use ideas, comments and question that students raise in class or which they
choose to write about to help you think of examples and illustration to use.
 Ask students to provide their own examples of concepts based on experience
drawn from their personal lives.
 Have students apply concepts by placing them in a situation or context that is
relevant to their lives. (e.g., “How would you show respects to all persons in
your home?”).

7. Adapts to the students’ diverse backgrounds and learning styles by allowing

them personal choice and decision-making opportunities concerning what they
will learn and how will they learn it.
Giving the learner more decision-making with respect to learning tasks: (a)
promotes positive student attitudes towards the subject matter, (b) foster more positive
interaction among students, and (c) results in students working more individuals are
allowed to exert some control over task, they tend to experience less anxiety or stress
while performing that task.

8. Diversity your methods of assessing and evaluating student learning.

You can accommodate student diversity not only by varying what you do with
your teaching, but also by varying what you ask students to do demonstrate learning.
In addition to the traditional paper-and-pencil tests and written assignments, students
can demonstrate their learning in a variety of performance formats, such as: (a)
individually-delivered oral reports, (b) panel presentations, (c) group projects, (d)
visual presentations (e.g., concepts maps, slide presentations, Power Point
presentation, collages, exhibits), or (d) dramatic vignettes-presented live or an
videotape. One potential benefit of allowing students to choose how they demonstrate
their learning is that the variety of options exercised may be a powerful way to
promote students awareness of the diversity of human learning styles. You will have
more of assessment in your courses on Assessment of Learning.

9. Purposely, form small-discussion groups of students from diverse backgrounds.

You can form groups of students with different learning styles, different cultural
background, etc.
Small peer-learning groups may be effective for promoting student progress to
more advanced stage of cognitive development. Peer-learning groups may promote
this cognitive advancement because: (a) the instructor is removed from center stage,
thereby reducing the likelihood that the teacher is perceived as the ultimate or

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absolute authority; and (b) students ate exposed to the perspective of other students,
thus increasing their appreciation of multiple viewpoints and different approaches to
learning.

CHAPTER 4
Individual Differences

Name____________________________ Date __________________

Section ___________________________ Score _________________

1. By means of graphic organizer, identify the factors that bring about diversity in the
classroom.

2. Make a slogan that celebrate diversity in the classroom.

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Module 5 – Learning/Thinking Styles and Multiple Intelligences

Specific Objectives
 Describe the different learning/thinking styles and multiple intelligences.
 Pinpoint your own learning /thinking styles and multiple intelligences.
 Plan learning activities that match learner’s learning/thinking styles and multiple intelligences.

Introduction
One factor that brings about student diversity is thinking/learning styles. Individuals think and
learn in distinct ways. In any group of learners there will always be different learning characteristics,
particularly in the learner’s manner of processing information. Some would absorb the lesson better
when they work with their hands than when they just listen. Others would prefer to watch a video
about a topic. Students likewise have preferred ways of expressing their thoughts, feelings, and ideas.
Some would prefer to write, other would draw or even dance and sing. These preferences involve
thinking/learning styles and multiple intelligences.

Advance Organizer

Student Diversity

Learning/Thinking Multiple Intelligences

Styles

Visual/Spatial (Picture
Sensory Preferences Brain Hemispheres
Smart)

Verbal/Linguistics (Word
Smart)

Logic-Mathematical
Visual Iconic Left Brain
(Number/Logic Smart
Learners (Analytic)
Symbolic Bodily/Kinesthetic (Body
Smart)
Right Brain Musical (Music Smart)
Auditory Talkers (Global)
Learner Interpersonal (People Smart)
Listeners
Intrapersonal (Self-Smart)

Tactile/Kinest Naturalistic (Nature Smart)

hetic Learner
Existential (Spirit Smart)

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ACTIVITY NO. 2
What type of learner are you? What’s your style? Answer the Learning Style Inventory
Below, and find out!
1. If I have to learn how to do something, I learn best when I :
(V) Watch someone show me how.
(A) Hear someone tell me how.
(K) Try do it myself.

2. When I read, I often find that I:

(V) Visualize what I am reading in my mind’s eye.
(A) Read out aloud or hear the words inside my head.
(K) Fidget and try to “feel” the content.

3. When asked to give directions, 1:

(V) See the actual places in my mind as I say them or prefer to draw them.
(A) Have no difficulty in giving them verbally.
(K) Have to point or move my body as I give them.

4. If I am unsure how to spell a word, I:

(V) Write it in order to determine if it looks right.
(A) Spell it out loud in order to determine if it sounds right.
(K) Write it in order to determine if it feels right.

5. When I write, I:
(V) Am concerned how neat and well-spaced my letters and words appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form
them.

6. If I had to remember a list of items, I would remember it best if I:

(V) Wrote them down.
(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.

7. I prefer teachers who:

(V) Use the board or overhead projector while they lecture.
(A) Talk with a lot of expressions.
(K) Use hands-on activities.

8. When trying to concentrate, I have a difficult time when:

(V) There is a lot of clutter or movement in the room.
(A) There is a lot of noise in the room.
(K) I have to sit still for any length of time.

9. When solving a problem, I:

(V) Write or draw diagrams to see it.
(A) Talk myself through it.
(K) Use my entire body or move objects to help me think.

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10. When given written instructions on how to build something, I:

(V) Read them silently and try to visualize how the parts will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later.

11. To keep occupied while waiting, I:

(V) Look around, stare, or read.
(A) Talk or listen to others.
(K) Walk around, manipulate things with my hands, or move/shake my feet as I sit.

12. If I had to verbally describe something to another person, I would:

(V) Be brief because I do not like to talk at length.
(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.

13. If someone were verbally describing something to me, I would:

(V) Try to visualize what she was saying.
(A) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description gets too long and detailed.

14. When trying to recall names, I remember:

(V) Faces but forget names.
(A) Names but forget faces.
(K) The situation that I met the person other than the person’s name or face.

Scoring Instructions: Add the number of responses for each letter and enter the total below. The
area with the highest number of responses is your primary mode of learning.

Visual Auditory Kinesthetic

V=_____ A=_____ K=_____

Abstraction/Generalization
The inventory you just answered reflects whether you are a visual, auditory or kinesthetic
learner. This is only but one way of describing the variations of learning and teaching styles. A.
Hilliard describes “learning styles” as the sum of the patterns of how individuals develop habitual
ways of responding to experience. Howard Gardner identified nine kinds of intelligences that
individual may have.

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Learning/Thinking Styles
Learning/ thinking styles refers to the preferred way an individual processes information. They
describe a person’s typical mode of thinking, remembering or problem solving. Furthermore, styles
are usually considered to be bipolar dimensions. For instance, your particular learning/thinking style
would lie at a point in a continuum. Having a particular learning/thinking style simply denotes a
tendency to behave in a certain manner. Your style is usually describe as a personality dimension
which influences your attitudes, values, and social interaction.
There are several perspectives about learning-thinking styles. We shall focus on sensory preferences
and the global-analytic continuum.

Sensory Preferences
-Individuals tend to gravitate toward one or two types of sensory input and maintain a
dominance in one of the following types:

 Visual Learners- These learners see their teacher’s actions and facial expression to fully
understand the content of a lesson. They tend to prefer sitting in front so no one would block
their view. They may think in pictures and learn best form visual aids including: diagrams,
illustrated text books, overhead transparencies, videos, flipcharts, and hand-outs. During a
lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb
the information.

Ri Charde futher breaks down visual learners into:

 Visual- iconic – Those who prefer this form of input are more interested in visual
imagery such as film, graphic display, or pictures in order to solidify learning. They
usually have a good “Picture memory” a.k.a iconic imagery and attend to pictorial
detail. They would like to read a map than to read a book.
 Visual- symbolic – Those who prefer this form of input are more comfortable with
abstract symbolism such as mathematical formulae or the written word. They would
prefer to read a book than a map and would like to read about things than hear about
them. They tend to be a good abstract thinkers who do not require practical means for
learning.

 Auditory Learners- They learn best through verbal lectures, discussions, talking things
through and listening to what others have to say. Auditory learners interpret the underlying
meanings of speech through listening to tone of voice, pitch, speed, and other nuances.
Written information may have little meaning until it is heard. These learners often benefit
from reading text aloud and using a tape recorder. They can attend aurally to details, translate
the spoken word easily in to the written word, and are not easily distracted in their listening
ability.
Auditory learners can fall into two categories:
 The Listeners- This is the most common type. They most likely do well in school.
They remember things said to them and make their information their own. They may
even carry on mental conversations and figure out how to extend what they learned
by reviewing in their heads what they heard other say.

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 The Talkers- They are the ones who prefer to talk and discuss. They often find
themselves talking to those around them. In a class setting, when the instructor is not
asking questions, auditory-verbal processors (talkers) tends to whispers comments to
themselves. They are it trying to be disruptive and may not even realize they needed t
talk.

 Tactile/Kinesthetic Learners- They benefit much from a hands-on approach, actively

exploring the physical world around them. They may find it hard to sit still for long periods.
They may not benefit so much form the discussion or the written materials, and may become
distracted by their need for activity and exploration. Those preferring this form of input move
toward active, sensori-motor learning. They tend to prefer “learning by doing” preferring the
use of psychomotor skills to, say, abstract thinking skills. They tend to have good motor
memory and motor coordination.

Global- Analytic Continuum

 Analytic- Analytic thinkers tend toward the linear, step-by-step processes of learning. They
are the “tree seers”. They are more comfortable in a world of details and hierarchies of
information.

 Global- global thinkers lean towards non-linear thought. They are the “forest-seers” who give
attention only to the overall structure and sometimes ignore details.

Several theorists have tied the global-analytic continuum the left brain/right brain continuum. In
accord with Roger Sperry’s model, the left-brained dominant individual is portrayed as the linear
(analytic), verbal, mathematical thinker while the right-brained person is one who is viewed as global,
non-linear and holistic in thought preferences.
 Successive Processor (left brain)- prefers to learn in a step-by-step sequential format,
beginning with details leading to a conceptual understanding of a skill.

 Simultaneous Processor (right brain)- prefers to learn beginning with the general concept and
then going on to specifics.

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Module 5: Learning/Thinking Styles and Multiple Intelligences

Objectives:
 Describe the different Learning/thinking styles,
 Identify the different forms of Multiple Intelligences that teachers should address in the
classroom.
 Come up with teaching strategies that match learner’s Learning/thinking styles and multiple
Intelligences.

Psychobiologist Roger Sperry discovered that human beings are of two minds. He found that the
human brain has specialized functions on the right and left, and that the two sides can operate
practically independently.

LEFT BRAIN (ANALYTIC) RIGHT BRAIN (GLOBAL)

Successive Hemispheric Style Simultaneous hemispheric Style

1. Verbal 1. Visual

2. Responds to word meaning 2. Responds to tone of voice

3. Sequential 3. Random

4. Processes information linearly 4. Processes information in varied order

5. Responds to logic 5. Responds to emotion

6. Plans ahead 6. Impulsive

7. Recalls people’s name 7. Recalls people’s faces

8. Speaks with few gestures 8. Gestures when speaking

9. Punctual 9. Less punctual

10. Prefers formal study design 10. Prefers sound/music background while
studying
11. Prefers bright light for studying
11. Prefers frequent mobility while studying

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Multiple Intelligences
Theory of Multiple Intelligences
The theory of multiple intelligences was first described by Howard Gardner in
frames of
mind (1983).
 He defines an intelligence as an ability or a set of abilities That allows a person to
solve a problem or fashion a product that is valued in one or more cultures.
 He believes that different intelligences may be independent abilities— a person can be
low in one domain area but high in another.

There are nine distinct forms of intelligence based on Howard Gardner’s research,
These
are the tails that lead to children's learning that teachers should always address in their
classrooms.

Nine Form’s of intelligence:

1. Visual/Spatial Intelligence (Picture Smart) – Learning visually and organizing
ideas spatially. Seeing concepts in action in order to understand them. The ability to
“see” Things in one's mind in planning to create a product or solve a problem.

2. Verbal/linguistic Intelligence (Word Smart) – Learning through the spoken and

written word. This intelligence is always valued In the traditional classroom And in
traditional assessments of intelligence and achievement.
3. Mathematical/logical (number smart/logic smart) – Learning through reasoning
and problem solving. Also highly valued in traditional classroom, where students are
asked to adapt to logically sequenced delivery of instruction.

4. Bodily/kinesthetic ( Body smart) – Learning through interaction with one's

environment. This intelligence is not the domain of “overly active” learners. It
promotes understanding through concrete experience.

5. Musical (music smart) – Learning through patterns, rhythms and music. This include
not only auditory learning but the identification of patterns through all the senses.

6. Intrapersonal ( Self smart) – Learning through feelings, values and attitude this is a
decidedly effective component of learning which students place value on what they
learn and take ownership for their learning.

7. Interpersonal (people smart) – learning through interaction with others. Not the
domain of children who are simply “talkative” or “overly social” . This intelligence
promotes collaboration and working cooperatively with others.

8. Naturalist (nature smart) – learning through classification, categories, hierarchies.

The naturalist intelligence picks up on subtle difference in meaning. It is not simply
the study of nature, It can be used in all areas of study.

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9. Existential (spirit smart) – Learning by seeing the “big picture”, “why are we here?”
“what is my role in the world” “What is my place in my family, school and
community? “.
This intelligence seeks connection two real-world understanding and application of
new learning.

Teaching Strategies guided by Thinking/ Learning Styles and Multiple Intelligences:

 Use questions of all types stimulate various levels of thinking from recalling factual
information to drawing implication and making value judgments.
 Provide a general overview of material to be learned, i.e, Structured overview,
advance organizers etc. So that children’s past experiences will be associated with the
new ideas.
 Allow sufficient time for information to be process then integrate using the both right
and left brain hemisphere.
 Set clear purposes before any listening, viewing, Or reading experience.
 Warm up before the lesson development by using brainstorming, Set induction, etc.
 Use multisensory means for both processing and retrieving information. ( Write
direction on the board and give them orally)
 Use a variety of review and reflection strategies to bring closure to learning. ( Writing
summaries, creating opinion surveys, etc.)
 Use descriptive feedback rather than simply praising.

 Use questions of all types stimulate various levels of thinking from recalling factual
information to drawing implication and making value judgments.
 Provide a general overview of material to be learned, i.e, Structured overview,
advance organizers etc. So that children’s past experiences will be associated with the
new ideas.
 Allow sufficient time for information to be process then integrate using the both right
and left brain hemisphere.
 Set clear purposes before any listening, viewing, Or reading experience.
 Warm up before the lesson development by using brainstorming, Set induction, etc.
 Use multisensory means for both processing and retrieving information. ( Write
direction on the board and give them orally)
 Use a variety of review and reflection strategies to bring closure to learning. ( Writing
summaries, creating opinion surveys, etc.)
 Use descriptive feedback rather than simply praising.

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ACTIVITY NO. 3
Direction: Write LB if the statement belongs to Successive Hemispheric Style while RB if it
is Simultaneous Hemispheric Style.

_________1. It prefers sound/music background when studying.

_________2. Process information in varied order.
_________3. More on verbal, focusing on words, symbols and numbers.
_________4. Prefers formal study Design.
_________5. Process Ideas sequentially or step by step.
_________6. Uses feelings and emotions.
_________7. Trouble prioritizing, so often late, impulsive.
_________8. Reliance on Images in thinking and remembering.
_________9. Responds to demonstrated, Illustrated, or symbolic instructions.
_________10. Reliance on language in thinking and remembering.

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Module 6 Learners with Exceptionalities

In this module, challenge yourself to:

 Describe the basic categories of exceptional learners.
 Define and distinguish the terms disability and handicap.
 Demonstrate “people first” language when referring to exceptional learners and advocate for
its use.

INTRODUCTION
We commonly refer to learners with exceptionalities as persons who are different in some
way from the “normal” or “average”. The term “exceptional learners” includes those with special
needs related to cognitive abilities, behavior, social functioning, physical and sensory impairments,
emotional disturbances, and giftedness.

Disability. A disability is a measurable impairment or limitation that “interferes with a person’s

ability”.
o Individuals with Disabilities Education Act (IDEA)- is the law that provides
comprehensive service and support for exceptional learners.

Handicap. A handicap is a disadvantage that occurs as a result of a disability or impairment. The

degree or disadvantage (or the extent of the handicap) is often dependent on the adjustment made by
both the person and his environment.

CATEGORIES OF EXCEPTIONALITIES (Omrod’s Educational Psychology

2000)
Specific Cognitive or Academic Difficulties
 Learning Disabilities. Learning disabilities involve difficulties in specific cognitive
processes like perception, language, memory, or metacognition that are not due to other
disabilities like mental retardation, emotional or behavioral disorders, or sensory impairments.
 Attention-Deficit Hyperactivity Disorder. ADHD is manifested in either or both of these:
(1) difficulty in focusing and maintaining attention and (2) recurrent hyperactive and
impulsive behavior.

 Speech and Communication Disorders. There is difficulty in spoken language.

Social/Emotional and Behavioral Difficulties

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 Autism. Autism is a condition manifested by different levels of impaired social interaction

and communication, repetitive behaviors and limited interests.
 Mental Retardation. Mental Retardation refers to significant sub-average intelligence and
deficits in adaptive behavior.

Emotional/Conduct Disorder. This involves the presence of emotional states like depression and
aggression over a considerable amount of time.

Physical Disabilities and Health Impairments

 Physical and health impairments. This involves physical or medical conditions (usually
long-term) including one or more of these: (1) limited energy and strength, (2) reduced mental
alertness, and/or (3) little muscle control.
 Severe and Multiple Disabilities. This refers to the presence of two or more different types
of disability, at times at a profound level.

Sensory Impairments
 Visual Impairments. These are conditions when there is malfunction of the eyes or optic
nerves that prevent normal vision even with corrective lenses.
 Hearing Impairments. These involves malfunction of the ear or auditory nerves that hinder
perception of sounds within the frequency range of normal speech.

Giftedness
 Giftedness. This involves a significantly high level of cognitive development.

People-First Language
Just as the term would imply, this language
trend involves putting the person first, not the
disability.

 Other suggestions for referring to those with

disabilities include:
 Avoiding generic labels ( people with mental retardation is preferable to the mentally
retarded);
 Emphasizing abilities, not limitations (for instance, uses a wheelchair is preferable to
confined to a wheelchair);
 Avoiding euphemisms (such as physically challenged) which are regarded as condescending
and avoid the real issues that result from a disability; and
 Avoiding implying illness or suffering (had polio is preferable to is a polio victim, and has
multiple sclerosis is preferable to suffers from multiple sclerosis).

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PART 2 - Focus on the Learner

ACTIVITY NO.4
Direction: Choose the letter of the correct answer.
1. It refers to persons who are different in some way from the “normal” or “average”.
a. Learners
b. Gifted
c. Exceptional learners
d. Disabled
2. It is a measurable impairment or limitation that “interferes with a person’s ability”.
a. Disability
b. Handicap
c. Sensory impairment
d. Visual Impairment
3. It is a disadvantage that occurs as a result of a disability or impairment.
a. Visual Impairment
b. Handicap
c. Sensory impairment
d. Disability
4. The degree of disadvantage (or the extent of the handicap) is often independent on the
adjustment made by both the person and his environment.
a. True
b. False
5. This refers to the presence of two or more different types of disability, at times at a
profound level.
a. Learning Disabilities
b. Autism
c. Physical and health impairments
d. Severe and Multiple Disabilities
6. This involves the presence of emotional states like depression and aggression over a
considerable amount of time.
a. ADHD
b. Mental Retardation
c. Emotional/Conduct Disorder
d. Learning Disabilities
7. This involves a significantly high level of cognitive development.
a. Giftedness
b. Autism
c. Learning Disabilities
d. Exceptional learners
8. This language trend involves putting the person first, not the disability.
a. Speech and Communication Disorders
b. First-People Language
c. People-First Language
d. Learning Disabilities

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PART 2 - Focus on the Learner

9. There is difficulty in spoken language.

a. Speech and Communication Disorders
b. Hearing Impairments
c. Physical and health impairments
d. People-First Language
10. The following are the other suggestions for referring to those with disabilities, EXCEPT.
a. Avoiding generic labels
b. Learning Disabilities
c. Emphasizing abilities, not limitations
d. Avoiding euphemisms

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