UNIT III:TYPOLOGY OF LEARNERS WITH SPECIAL NEEDS

TABLE OF CONTENT

D. LEARNERS WHO ARE GIFTED ……………………… Jerome B. Maghinay

E. LEARNERS WITH SOCIOEMOTIONAL

DISORDER …………………………………………………Rica Marie T. Palma

F. LEARNERS WITH CHRONIC ILLNESSES (ASTHMA, DIABETES,

EPILEPSY, ALLERGY) ………………………………………Melyn G. Calimpon

G. LEARNERS IN DIFFICULT
CIRCUMSTANCES ………………………………………Gee Ann S. Tompong

H. H.LEARNERS FROM INDIGENOUS

GROUPS………………………………………………Mary Rossell M. Gonzales

OBJECTIVES:

 Create opportunities for gifted learners to enhance and maximize their

potential through enrichment programs and advanced learning
opportunities.
 Establish supportive and inclusive classroom environments that cater to
the needs of these learners.
 Ensure academic continuity and provide necessary accommodations to
support the learning process for these students.
 Create an inclusive educational environment that provides equal
opportunities for learners in difficult circumstances.
 Foster strong partnerships with indigenous communities to ensure that
education is relevant and respectful of their traditions and values.

TOPICS:

D. LEARNERS WHO ARE GIFTED

E. LEARNERS WITH SOCIOEMOTIONAL DISORDER
F. LEARNERS WITH CHRONIC ILLNESSES (ASTHMA, DIABETES,
EPILEPSY, ALLERGY)
G. LEARNERS IN DIFFICULT CIRCUMSTANCES
I. H.LEARNERS FROM INDIGENOUS GROUPS
THINK:
1. How do gifted learners typically differ in their cognitive abilities compared to
their peers?

Sample Answer:

Gifted learners often demonstrate advanced thinking, reasoning, and

comprehension skills beyond their age peers.

2. What are some common emotional traits found in gifted learners?

Sample answer:

Gifted learners often exhibit emotional intensity, heightened self-awareness,

and may experience feelings of isolation due to their unique interests and
intellectual levels.

3. What methods are used to identify gifted learners in schools?

Sample answer:
Identification typically involves a combination of IQ tests, achievement tests,
teacher recommendations, and observations of the student's abilities and
performance.

4. Why might gifted learners require differentiated educational programs?

Sample answer:

They need these programs to meet their advanced learning needs, provide
appropriate mental stimulation, and prevent boredom from standard curricula.

5. How can parents and educators support the social and emotional well-
being of gifted learners?

Sample answer:

By fostering environments where gifted learners can form healthy

relationships, encouraging their interests, and helping them manage
perfectionism and achievement pressures.

EXPERIENCE
Direction: Encourage gifted learners to choose a topic of personal interest
within their area of strength (e.g., mathematics, language arts, science).
Provide resources such as books, articles, and internet access to facilitate
their research. Guide them in formulating research questions and developing
a plan to explore their chosen topic in depth. Encourage them to present their
findings creatively, such as through a written report, presentation, or
multimedia project, showcasing their advanced understanding and insights.
This activity promotes independent learning, critical thinking, and deep
engagement with subjects that captivate their intellectual curiosity.

D. LEARNERS WHO ARE GIFTED

'gifted' learners are those with abilities in one or more academic subjects,
such as maths or English. 'talented' learners are those who have practical
skills in areas such as sport, music, design or creative and performing arts.

What is a student who is gifted?

Children who are gifted are defined as those who demonstrate an advanced
ability or potential in one or more specific areas when compared to others of
the same age, experience or environment.

These gifted individuals excel in their ability to think, reason and judge,
making it necessary for them to receive special educational services and
support to be able to fully develop their potential and talents.

Gifted children come from all different racial and ethnic backgrounds, as well
as economic status. While no two gifted children are the same, many share
common gifted characteristics and traits, such as:

 Advanced thinking and comprehension above their age peers

 Emotional intensity at a young age
 Heightened sense of self awareness
 Highly developed curiosity
 Excellent memory

Learners who are gifted display outstanding levels of aptitude or competence

in one or more domains. These areas can include intellectual, creative, artistic,
or leadership capacity, as well as specific academic fields. Gifted learners are
often characterized by their high levels of curiosity, a strong need for mental
stimulation, and the ability to learn and process complex information quickly.
Here are some key aspects to understand about gifted learners:
Identification

Identifying gifted learners typically involves a combination of assessments,

including IQ tests, achievement tests, and observations of their abilities and
performance. Schools may also consider teacher recommendations and the
student's portfolio of work. Identification practices aim to recognize diverse
talents and abilities across different cultural and socio-economic backgrounds.

Educational Needs

Gifted learners often require differentiated educational programs to meet their

unique needs. This can include acceleration (moving through traditional
educational material at a faster pace), enrichment (providing additional, more
complex materials alongside standard curriculum), and opportunities for
independent study or research.

Social and Emotional Needs

While gifted learners can excel academically, they may also face social and
emotional challenges. They might experience feelings of isolation due to their
different interests or intellectual levels compared to their age peers.
Additionally, they may face pressure to achieve or struggle with perfectionism.
It's crucial for educators, parents, and caregivers to support the social and
emotional well-being of gifted learners by fostering environments where they
can develop healthy relationships and self-esteem.

Advocacy and Support

Parents and educators play a significant role in advocating for the needs of
gifted learners. This can involve ensuring access to appropriate educational
opportunities, resources, and support services. Communities and schools
may offer programs, clubs, or competitions that cater to the interests and
abilities of gifted learners, providing valuable opportunities for development
and social interaction.

Lifelong Learning

Gifted learners often possess a lifelong passion for knowledge and discovery.
Encouraging this love of learning outside of the traditional classroom setting—
through extracurricular activities, mentorships, and access to advanced
materials—can help them continue to grow and achieve their potential.

In summary, gifted learners exhibit exceptional abilities that require special

attention and support to ensure they can fully develop their potential. This
involves not only academic challenges but also addressing their social and
emotional needs, advocating for their access to appropriate resources, and
nurturing their lifelong passion for learning.
THINK:
1. What are some common symptoms of emotional behavioral disorders
(EBD)?

Sample answer:

Inappropriate actions or emotions under normal circumstances, learning

difficulties not caused by another health factor, difficulties with interpersonal
relationships, a general feeling of unhappiness or depression, and feelings of
fear and anxiety related to personal or school matters.

2. How can anxiety manifest in students at school?

Sample answer:

Anxiety can appear as upset stomachs, acting out, perfectionism, social

withdrawal, and avoidance of school tasks. It may also cause children to
freeze up when called on in class or fail to turn in homework due to fear of
imperfection.

3. What distinguishes a depressive episode from regular mood changes?

Sample answer:

A depressive episode involves a depressed mood or loss of interest in

activities lasting most of the day, nearly every day, for at least two weeks,
accompanied by symptoms like poor concentration, excessive guilt,
hopelessness, thoughts of suicide, disrupted sleep, and changes in appetite
or energy levels.

4. What are some typical behaviors of students with obsessive-compulsive

disorder (OCD) at school?

Sample answer:

Repeatedly asking the same question, erasing and redoing work, re-reading
material, skipping test items, tapping or touching things in specific ways,
repeatedly checking belongings, frequent hand washing, and taking a long
time to complete tasks.

5. How do manic and depressive episodes differ in individuals with bipolar

disorder?

Sample answer:

Manic episodes involve elevated, irritable, or energized behavior, while

depressive episodes involve feelings of sadness, hopelessness, and a lack of
interest or pleasure in activities. Manic episodes can be extremely intense and
may require immediate medical attention, while depressive episodes are
characterized by a prolonged period of low mood and energy.

EXPERIENCE:
Direction: Group yourself into 5 groups. A set of cards with different emotions
written on them (e.g., happy, sad, angry, scared, excited). A small basket or
box to hold the cards. One at a time, each student picks a card from the
basket. The student acts out the emotion while the others try to guess what
emotion is being displayed. After the correct guess, the acting student can
share a time they felt that emotion (optional, based on comfort level).

This activity aims to help children recognize and express different emotions,
enhance their empathy by understanding how others feel, and develop better
social interaction skills in a fun and interactive way.

E. LEARNERS WITH SOCIOEMOTIONAL DISORDER

Learners with socio-emotional disorders are individuals who experience

difficulties in managing their
emotions, establishing positive relationships, and making responsible
decisions in life. These difficulties
can manifest as behavioral problems, underdeveloped socio-emotional
competences, and exclusion from social activities .

There 5 socio-emotional. Disorder this includes the ;

1. Emotional behavioral disorder.

An emotional behavioral disorder affects a person’s ability to be happy,

control their emotions and pay
attention in school. There are some symptoms of emotional behavioral
disorder and this are ;

 Inappropriate actions or emotions under normal circumstances

 Learning difficulties that are not caused by another health factor
 Difficulties with interpersonal relationships, including relationships with
teachers and peers
 A general feeling of unhappiness or depression
 Feelings of fear and anxiety related to personal or school matters

Students with EBD

-continually violate rules and norms that do not accord with age, ethnicity, and
culture over time. These students may exhibit externalizing behaviors such as
aggression, disruptive behavior, conduct and attention problems, immaturity,
or self-injurious behavior (Gidlund, 2018). On the other hand, they may exhibit
internalizing behaviors such as social withdrawal, anxiety, depression, and
psychosomatic reactions. Students with co-occurring externalizing and
internalizing problems display more severe difficulties than students with
either one of the problems separately (Shi & Ettekal, 2020).

EBD may have vast implications on the students there self, such as
expressing growing frustration, low self-esteem and self-awareness, lack of
insight, inadequate cognitive problem-solving and goal setting, low self-
regulation skills, lower scores across all academic subject areas, difficulties in
attending and complying with group directions, higher rates of out-of-seat and
noise-making behaviors, negative interactions with teachers and peer groups,
social skill deficits,

2. Anxiety attack

- Anxiety makes school hard for kids. It might also be hard to notice. Anxiety
can be confused with upset stomachs, acting out, ADHD or even learning
disorders. And there are different kinds of anxiety that might come up at
school. Kids may worry about everything from separating from parents at
drop-off to speaking up in class to feeling like their work has to be perfect.-
Some kids really want to participate, but when they’re called on they just
freeze up. Other kids want their work to be so perfect that they don’t end up
turning in their homework at all. Teachers may think those kids don’t care or
have a learning disorder. To make things more confusing, kids with learning
disorders may also have a lot of anxiety before they are diagnosed if they are
falling behind at school.

Children can struggle with:

Separation anxiety: When children are worried about being separated from
caregivers. These kids can have a hard time at school drop-offs and
throughout the day.

Social anxiety: When children are excessively self-conscious, making it

difficult for them to participate in class and socialize with peers.

Selective mutism: When children have a hard time speaking in some

settings, like at school around the teacher.

Generalized anxiety: When children worry about a wide variety of everyday

things. Kids with generalized anxiety often worry particularly about school
performance and can struggle with perfectionism.

Obsessive-compulsive disorder: When children’s minds are filled with

unwanted and stressful thoughts. Kids with OCD try to alleviate their anxiety
by performing compulsive rituals like counting or washing their hands.

3. Depression;
-Depressive disorder (also known as depression) is a common mental
disorder. It involves a depressed mood or loss of pleasure or interest in
activities for long periods of time.

-It is different from regular mood changes and feelings about everyday life. It
can affect all aspects of life, including relationships with family, friends and
community. It can result from or lead to problems at school and at work.

Symptoms and patterns

During a depressive episode, a person experiences a depressed mood

(feeling sad, irritable, empty). They may feel a loss of pleasure or interest in
activities.A depressive episode Is different from regular mood fluctuations.
They last most of the day, nearly every day, for at least two weeks.

Other symptoms are also present, which may include:

 Poor concentration
 Feelings of excessive guilt or low self-worth
 Hopelessness about the future
 Thoughts about dying or suicide
 Disrupted sleep
 Changes in appetite or weight
 Feeling very tired or low in energy.

4. Obssessive Compulsive Disorder

-OCD is a mental health condition that causes unwanted and upsetting

thoughts (obsessions), anxiety, and behaviors (compulsions).Students with
OCD get caught up in a stressful cycle of these thoughts, anxiety, and rituals.

Obsessions
OCD obsessions can include worries or fears (about germs, sickness, or
getting hurt), concerns with the way things need to be (even, symmetrical, in
order), recurring doubts and concerns (about being completely sure, correct,
perfect, or certain).

OCD can cause distressing thoughts and concerns to come to mind over and
over. This can make it hard for students to concentrate on schoolwork or to be
attentive in class.

Compulsions

Compulsions (also called rituals) are actions a student with OCD may do to try
to get rid of worries and doubts, and the anxiety they cause.

At school, students with OCD may:

 Ask the same question many times or ask for reassurance

 Erase, re-write, re-do schoolwork or tests
 Re-read material or start over many times
 Have trouble reading aloud
 Skip items on tests or homework (because of concerns or fears about
specific numbers)
 Tap, step, or touch things in an unusual way or a set number of times
 Check, re-check, re-organize a backpack, locker, or desk many times
 Have chapped hands due to frequent washing
 Wash or clean things more than needed
 Have trouble making choices, often say, “I don’t know”
 Take a long time to complete work

5. Bipolar Disorder

-Bipolar disorder (formerly called manic-depressive illness or manic

depression) is a mental illness that
causes unusual shifts in a person’s mood, energy, activity levels,and
concentration. These shifts can make it difficult to carry out day-to-day tasks.

There are three types of bipolar disorder. All three types involve clear
changes in mood, energy, and activity levels. These moods range from
periods of extremely “up,” elated, irritable, or energized behavior (known as
manic episodes) to very “down,” sad, indifferent, or hopeless periods (know as
depressive episodes). Less severe manic periods are known as hypomanic
episodes.

Bipolar I disorder is defined by manic episodes that last for at least 7 days
(nearly every day for most of the day) or by manic symptoms that are so
severe that the person needs immediate medical care.

Bipolar II disorder is defined by a pattern of depressive episodes and

hypomanic episodes. The hypomanic episodes are less severe than the
manic episodes in bipolar I disorder

Cyclothymic disorder also called cyclothymia) is defined by recurring

hypomanic and depressive symptoms that are not intense enough or do not
last long enough to qualify as hypomanic or depressive episodes.

Sometimes a person might experience symptoms of bipolar disorder that do

not match the three categories listed above, and this is referred to as “other
specified and unspecified bipolar and related disorders.”

Conclusion:
Learners having socio-emotional disorders might involve recognizing that
these individuals often face
unique challenges in their academic and social development. It is essential to
understand that these
learners require additional support, understanding, and resources to help
them navigate their emotional
landscape and foster positive relationships. Early identification and
intervention can significantly improve
their overall well-being and academic success.

THINK:
1. What are the key considerations for teachers when supporting a student
with diabetes in the classroom?

Sample answer:

Teachers should be aware of the student's individual diabetes management

plan, which includes monitoring blood sugar levels, recognizing symptoms of
high and low blood sugar, and knowing how to respond appropriately. They
should also ensure the student has access to snacks, water, and a safe place
to test blood sugar or administer insulin.

2. How can schools create a safe environment for students with asthma?

Sample answer:

Schools can create a safe environment for students with asthma by ensuring
that the school is free from common asthma triggers such as dust, mold, and
strong odors.

3. What should teachers know about managing epilepsy in students?

Sample answer:

Teachers should be aware of the student's seizure action plan, which includes
understanding the types of seizures the student experiences, knowing how to
respond to a seizure, and when to call for emergency assistance.

4. What measures can be taken to protect students with severe allergies in a

school setting?

Sample answer:

To protect students with severe allergies, schools should implement policies

such as allergen-free zones, particularly in dining areas and classrooms.
5. How can educators support the academic and social development of
students with chronic illnesses?

Sample answer:

Educators can support the academic and social development of students with
chronic illnesses by providing accommodations such as flexible deadlines,
modified workloads, and access to resources like a school nurse or counselor.

EXPERIENCE:
Direction: Divide the class into four groups,where in every participants are
assigned different roles that represent common chronic illnesses such as
Diabetes, Epilepsy, Asthma and Allergies.

F. LEARNERS WITH CHRONIC ILLNESSES

(ASTHMA, DIABETES, EPILEPSY, ALLERGY)

Students with a chronic illness may miss a lot of school. This might be
because they need to go to hospital, recover at home or attend regular
medical appointments. This can lead to difficulty completing work on time or
taking part in exams.

LEARNERS WITH CHRONIC ILLNESSES (ASTHMA)

Asthma is a condition in which your airways narrow and swell and may
produce extra mucus. Asthma is one of the main reasons that student miss
school.

ASTHMA SYMPTOMS :

 SHORTNESS OF BREATH
 CHEST TIGHTNESS OR PAIN
 WHEEZING WHEN EXHAILING WHICH IS A COMMON SIGN OF
ASTHMA IN CHILDREN

FIRST AID FOR ASTHMA EMERGENCY :

 SIT THE PERSON UPRIGHT

 GIVE YOUR PUFFS OF INHALER
 WAIT FOR 2 MINUTES AND IF THERE NO IMPROVEMENT, REPEAT
STEP 2
STUDENT WITH ASTHMA MAY:

 need to take oral or inhaled medicine, usually in the school nurse's office
 feel jittery, anxious, or hyper after using their inhalers (also called
bronchodilators)
 miss field trips to places that could make their asthma worse
 request the removal of allergens in classrooms that can trigger flare-ups
 need to be excused from phys-ed or other activities when they have flare
ups

WHAT TEACHER CAN DO?

Students with asthma may need special consideration regarding

missed instruction, assignments, and testing when they miss class time due to
flare-ups, going to the school nurse's office to take medicine, and visiting their
doctors. Keep in mind that students with asthma can participate in school
sports, phys-ed, and other activities. Students who have exercise-induced
asthma (EIA) may need to use their inhalers before participating in physical
activities. They might have to take other precautions to avoid flare-ups-check
with your students' parents.

Make sure your students with asthma have written instructions from their
doctor (called an asthma action plan), which tells them how to prevent and
manage flare-ups. You should know your students' asthma triggers and let
them use their medicine when needed. If a student's symptoms get worse
after taking medicine, call the school nurse.

LEARNERS WITH CHRONIC ILLNESSES(DIABITIES)

It is a condition that impairs the body’s ability to process blood glucose,

otherwise known as blood sugar.

Without ongoing, careful management, diabetes can lead to a buildup of

sugars in the blood, which can increase the risk of dangerous complications
including stroke and heart disease.

Different kinds of diabetes can occur, and how people manage the condition
depends on the type. Not all forms of diabetes stem from a person being
overweight or leading an inactive lifestyle . Some are present from childhood.
DIABETES CAN AFFECT A CHILD’S LEARNING BECAUSE IT CAN
CAUSEDIFFICULTIES WITH ATTENTION,MEMORY, PROCESSING
SPEED ANDPERCEPTUAL SKILLS IF IT’S NOTMANAGED.

STUDENT WITH DIABETES MAY:

 Need to go to the school nurse and monitor blood sugar levels several
times.
 Need to take insulin or wear insulin pump.
 Need to drink from water bottle in class and use the bathroom frequently.
 Need to eat lunch and snacks at a certain time, and eat snacks in class.
 Have a symptoms including , hunger, dizziness, headache, irritability, and
confusion.

HOW TEACHERS CAN HELP STUDENTS WITH CHRONIC CONDITIONS?

This is a big job, and it can become even more challenging when the
teacher is also trying to accommodate the needs of a child with a chronic
illness or disease. Not every students learn at the same pace or in the same
way, and those with chronic illness have additional hurdles to face.

So, how can teachers make sure everyone in the classes equipped with the
same opportunities to succeed?
 Recognize when a student is struggling.
 Seek guidance.
 Look for triggers.
 Make exceptions, but also treat thes students like any other students.
 Be familiar with the student’s individual Care Plan.
 Ensure the student has easy access to supplies for their needs of
medication.
 Ensure the student eats meals and snacks on time.

LEARNERS WITH CHRONIC ILLNESSES(EPILEPSY)

EPILEPSY

Epilepsy is a central nervous system (neurological) disorder in which

brain activity becomes abnormal, causing seizures or periods of unusual
behavior, sensations, and sometimes loss of awareness.

SYMPTOMS TEMPORARY CONFUSION UNCONTROLLABLE JERKING

MOVEMENTS OF THE ARMS AND LEGS LOSS OF CONCIOUSNESS OR
AWARENESS

FIRST-AID FOR ABY TYPE OF SIEZURE :

 Stay with the person until the seizure ends and help the person sit in a
safe place.
 Once they are able to communicate, tell them calmly what happened.
STUDENT WITH EPILEPSY MAY:

 need to go to the school nurse for medicines, or rest if they feel a seizure
coming on
 have side effects from medicine, causing them to be tired, moody, or less
attentive
 miss class time due to seizures or doctor visits
 have learning or behavior problems
 need seating accommodations so teachers can watch for seizures feel
embarrassed about their condition

WHAT TEACHERS SHOULD KNOW?

People with epilepsy have repeated seizures. A seizure is caused by a

surge of electrical activity in the brain. Seizures can vary in severity,
frequency, duration, and appearance. Most kids and teens with epilepsy can
be treated with medicine to control seizures.
Seizures can be scary, but most only last a few seconds to a couple of
minutes. A student may lose consciousness, jerk or shake uncontrollably, or
seem to have trouble breathing.Seizures may leave a person temporarily
confused or unaware of their surroundings.
Some seizures are so brief and minor that only careful observation can
detect them – a student may simply blink or stare into space for a moment
before going back to normal activity.

THINGS THAT CAN SOMETIMESTRIGGER SEIZURES IN PEOPLEWITH

EPILEPSY INCLUDE:

 flashing or bright lights

 lack of sleep
 Stress

LEARNER'S WITH CHROMIC ILLNESS( ALLERGY)

ALLERGY

Allergies are the body's overreaction to substances that, in non-allergic

people, are harmless. These substances called allergens can enter the body
through the skin, eyes, nose, mouth or digestive system. Common allergens
include dust, moulds, pollen, insect bites, animals (including dander, hair, fur,
feathers and saliva), chemical vapours from paint, carpet or perfume, foods
and smoke. Allergy symptoms may be mild, moderate or severe. Even mild
symptoms, if chronic, can cause students to be absent from or have difficulty
in school. However, allergies can be controlled and symptoms can be
managed.

Even if your symptoms improve after an epinephrine injection, you

should go to the emergency department to make sure symptoms don't return
when the effects of the injection wear off.
If you've had a severe allergy attack or any signs and symptoms of
anaphylaxis in the past, make an appointment to see your health care
provider. Evaluation, diagnosis and long-term management of anaphylaxis are
complicated, so you'll probably need to see a provider who specializes in
allergies and immunology.

Symptoms

Allergy symptoms, which depend on the substance involved, can

affect your airways, sinuses and nasal passages, skin, and digestive system.
Allergic reactions can range from mild to severe. In some severe cases,
allergies can trigger a life-threatening reaction known as anaphylaxis.

Hay fever ,also called allergic rhinitis, can cause:

 Sneezing
 Itching of the nose, eyes or roof of the mouth
 Runny, stuffy nose
 Watery, red or swollen eyes (conjunctivitis)

A food allergy can cause:

 Tingling in the mouth
 Swelling of the lips, tongue, face or throat
 Hives
 Anaphylaxis

An insect sting allergy can cause:

 A large area of swelling (edema) at the sting
 Itching or hives all over the body
 Cough, chest tightness, wheezing or shortness of breath
 Anaphylaxis

A drug allergy can cause:

 Hives
 Itchy skin
 Rash
 Facial swelling
 Wheezing
 Anaphylaxis

Atopic dermatitis, an allergic skin condition also called eczema, can

cause skin to:
 Itch
 Redden
 Flake or peel

Anaphylaxis

Some types of allergies, including allergies to foods and insect stings, can
trigger a severe reaction known as anaphylaxis. A life-threatening medical
emergency, anaphylaxis can cause you to go into shock. Signs and
symptoms of anaphylaxis include:
  Loss of consciousness
 A drop in blood pressure
 Severe shortness of breath
 Skin rash
 Lightheadedness
 A rapid, weak pulse
 Nausea and vomiting

Causes
An allergy starts when your immune system mistakes a normally
harmless substance for a dangerous invader. The immune system then
produces antibodies that remain on the alert for that particular allergen. When
you're exposed to the allergen again, these antibodies can release a number
of immune system chemicals, such as histamine, that cause allergy
symptoms.
Common allergy triggers include:

 Airborne allergens, such as pollen, animal dander, dust mites and mold
 Certain foods, particularly peanuts, tree nuts, wheat, soy, fish, shellfish,
eggs and milk
 Insect stings, such as from a bee or wasp
 Medications, particularly penicillin or penicillin-based antibiotics
 Latex or other substances you touch, which can cause allergic skin
reactions

Risk factors
You might be more likely to develop an allergy if you:

Have a family history of asthma or allergies, such as hay fever, hives or

eczema
Are a child
Have asthma or another allergic condition

Complications
Having an allergy increases your risk of certain other medical problems,
including:

Anaphylaxis. If you have severe allergies, you're at increased risk of this

serious allergy-induced reaction. Foods, medications and insect stings are the
most common triggers of anaphylaxis.

Asthma. If you have an allergy, you're more likely to have asthma — an

immune system reaction that affects the airways and breathing. In many
cases, asthma is triggered by exposure to an allergen in the environment
(allergy-induced asthma).

Sinusitis and infections of the ears or lungs. Your risk of getting these
conditions is higher if you have hay fever or asthma.
Prevention
Preventing allergic reactions depends on the type of allergy you have.
General measures include the following:

Avoid known triggers. Even if you're treating your allergy symptoms, try to
avoid triggers. If, for instance, you're allergic to pollen, stay inside with
windows and doors closed when pollen is high. If you're allergic to dust mites,
dust and vacuum and wash bedding often.

Keep a diary. When trying to identify what causes or worsens your allergic
symptoms, track your activities and what you eat, when symptoms occur and
what seems to help. This may help you and your provider identify triggers.

Wear a medical alert bracelet. If you've had a severe allergic reaction, a

medical alert bracelet (or necklace) lets others know that you have a serious
allergy in case you have a reaction and you're unable to communicate.

THINK:
1. What are the primary barriers to education for learners in difficult
circumstances, and how can these barriers be effectively mitigated?

Sample answer:

Encourages an examination of factors such as poverty, conflict, lack of

infrastructure, and social issues that hinder educational access and quality.

2. How can technology be leveraged to support learners in difficult

circumstances, particularly in areas with limited access to traditional
educational resources?

Sample answer:

Prompts a discussion on innovative solutions like e-learning, mobile education,

and digital libraries that can provide educational opportunities in challenging
environments.

3. What role do community and family support systems play in the educational
success of learners in difficult circumstances, and how can these be
strengthened?

Sample answer:

Explores the importance of a supportive environment and the ways to

enhance community and family involvement in a learner's educational journey.
4. In what ways can curriculum and teaching methods be adapted to better
meet the needs of learners facing difficult circumstances?

Sample answer:

Looks into curriculum design and pedagogical approaches that can be tailored
to address the specific needs and contexts of these learners, ensuring
relevant and inclusive education.

5. What policies and initiatives at the local, national, and international levels
have been most effective in supporting learners in difficult circumstances, and
what lessons can be learned from them?

Sample answer:

Examines successful policies and programs, aiming to identify best practices

and scalable solutions that can be applied to different contexts and regions

EXPERIENCE:
Direction: Use role-playing scenarios to simulate real-life challenges. This can
help learners practice problem-solving, communication, and empathy in a
controlled environment.

G. LEARNERS IN DIFFICULT CIRCUMSTANCES

Living in Remote Places

Victims of War
Products of Broken Family
Street Children/ Children from Improverished Family
 Victims of Abuse

All children are not fortune enough to receive an environment which is

conducive to provide appropriate development opportunities. The need to
protect some children is certainly greater than other due to their specific
socio-economic and political circumstances and geographical location. They
are more vulnerable in terms of the risk to their right to survival, development,
protection and participation. These are the children in especially difficult
circumstances.

Living in Remote Places

Children who live in urban or rural zones after find themselves in a precarious
situation. Due to extreme poverty, they can hardly satisfy fundamental needs
such as nutrition access to healthcare, education and are often exposed to
danger. Car accidents and violence are also a part of their everyday lives.
 Challenges of Children
 Children walk long and dangerous journeys to school
 The idea of a young child having to walk so far alone is horrifying-theres
no infrastructure on the roads and there's a real danger of them having an
accident on the way.
 Teacher need training in children's health and hygiene
 A school needs more than just a classroom, it's also important to have
latrines and water to prevent students from getting sick
 Rural schools need better infrastructure
 Schools in rural areas are often operating out of a single classroom, or in
unsafe buildings. Other don't have perimeter fences, which means
animals and intruders can easily access the grounds or children can walk
out onto the road.

Victims of War
A person that suffers from the destructive action undertaken as a result of an
armed conflict between two or more parties.

Characteristics
 Children living in conflict zones around the world have continued to suffer
through extreme levels of violence over the past 12 months and the world
has continued to fail then.
 Many war victims, however are anxious or depressed or easily started
without qualifying for either of these formal diagnoses. Complex PTSD
and disorders of extreme stress are found in individuals who have
experienced prolonged and repetitive exposure to traumatic stressors.
 It is said that children in countries that are at war are being used as
"human shields, killed, maimed or recruit to fight. Rape, forced marriage
and abduction have become standard tactics in conflicts.

Impact and Effect

Impact of War to Children

 Death
 Injury
 Disability
 Illness
 Rape and prostitution for subsistence
 Moral and spiritual impact
 Child soldiers
 Displaced Children
 Orphans
 Exploited children
Effect
There are countless effects of armed conflict on children who are very
vulnerable and unable to protect themselves.

The effects on the childrens education:

-enrollment is going down
- a lot of children are dropping out of school
- school conditions are bad
-low levels of educational attainment
-and abuse is committed
(Kadir et Al. 2018)

Learning Environment

How does the war affects the learnings of learner?

One of the key reasons for this is that children feel the effects of war acutely.
The younger they are the fewer mechanisms they have to express the
emotional reaction that are a normal part of conflict like fear, anxiety and
depression. A lack of psychological support has an effect on how well
students will perform in school, especially those who need additional learning
support even in a non-conflict setting

Product of Broken Family

A family is dysfunctional when conflict, neglect and misbehavior are constant

and everlasting. Modern psychology defines dysfunctional families as those
with anxious system within them. There is a tremendous amount of emotional
disturbance within the family members, and it sometimes means that it is
coupled with child neglect and abuse. Children from dysfunctional families
assume that this situation is normal, as they are exposed to that environment
regularly and do not know the different aspects of dealing with a dysfunctional
family. A functional family, on the other hand encourages all family members
to attain optional growth and provides a safe for emotional well being.

Characteristics of a Broken Family

 Lack of communication
 Lacking empathy
 Prone to addiction
 Mental issues
 Controlling behavior
 Perfectionism
 Criticism
 Lack of independence and privacy
 No emotional support
 Violence and abuse
What is the effect of broken family to the students?

The effect of family breakdown on children include difficulties in school, stress,

early engagement in sexual activities, insecure and afraid of the future,
depression and fear of being abandoned. The forms of family breakdown
identified during the study include death, separation and divorce.

Learning Environment
Slowed academic development is another common way that divorce affects
children. The emotional stress of a divorce alone can be enough to stunt your
child's academic progress, but the lifestyle changes and instability of an
broken family can contribute to poor educational outcomes.

Street Children/ Children from Improverished Family

Street children are one of the most vulnerable groups of urban poor. They
face difficulties while living in the streets and they also develop their own ways
to overcome such difficulties. They have some common characteristics with
the urban poor in general, but they still have their own different characteristics
that distinguish them from other urban poor groups.

Types of Street Children

1. Street Living
Children are those under the age of 18 years old who spend most of
their time on the streets. These are children who cut ties with their
families and live alone on the streets. Many children may leave their
families at a young age, because of physical and emotional abuse,
they are mostly between the ages of 12 and 18 years, 20 % of them
are girls.

2. Street Family
Children live with their family on the streets. They are of all ages. 50%
are girls.

3. Street Working
Children are those who spend most of their time working on the
streets to provide income for their families or for themselves. These children
have a home to return to and do not usually sleep on the streets. It is
estimated that there are approximately 10, 000 of these children in Phnom
Penh alone. They are mostly between the ages of 6 to 15 years old 50% of
them are girls

Characteristics
Street children face difficulties in providing themselves with good sources of
food, clean drinking water, health care services, toilets and bath facilities, and
adequate shelter. They also suffer from absence of parental protection and
security due to the missing connection with their families. In addition, there is
a lack of any kind of moral and emotional support (Lugalla and Mbwambo,
1999).

Learning Environment
How Does Living in the Streets Affects the Learnings of Learner?
Street children can have complex circumstances and are very vulnerable to
exploitation and violence. It's hard to reach them with vital services such as
education and healthcare. They miss out on their right to education because
they are trying to support themselves on their families, so less formal
approaches might be needed to try to get them into learning.

Victims of Abuse
Child abuse is not just physical violence directed at a child. It is any form of
maltreatment by an adult, which is violent or threatening for the child. This
includes neglect when child abuse occurs in the home and the abuser is for
example the child's parent or cure giver, this is a form of domestic violence.

Types of Abuse

1. Emotional or Psychological Abuse

An adult regularly berates the child, acts in a dismissive and hostile
manner towards the child or intentionally scares the child.

2. Emotional or Psychological Neglect

Continuous lack of positive attention for the child ignoring the child's
need for love, warmth and security. This category also covers cases in which
children are witnesses to violence between their parents or caregivers.

Characteristics
 Many child victims demonstrate some form of self-destructive behavior.
They may develop physical illnesses, such as asthma, ulcers, severe
allergies or recurring headaches. Also, they often experience irrational
and persistent fears of hatreds and demonstrate either passive or
aggressive behavioral extremes
 Traumatic experiences can initiate strong emotions and physical reactions
that can persist long after the event. Children may feel terror,
helplessness or fear as well as physiological reactions such as heart
pounding, vomiting or lose of bowel or bladder control.

How the Learners Learn?

Classroom teachers has a unique opportunity to identify abused children
and to start the healing process that will restore safety to their lives.
Teachers can also help abused children gain a sense of personal identity
by asking questions that help them formulate a position on issues,
administering interest inventories and teaching decision making and
problem-solving.

How Does Abuse in the Street Affects the Learnings of Learner?

Unfortunately it is already accepted fact that abused and neglected
children are at higher risk for lower academic achievement. Additionally,
 studies show that children who have suffered from neglect exhibit lower
academic achievement children who where physically abused. Mistreated
children have a greater instances of exhibiting poor social skills and
classroom behavior problems. Maltreatment in the first five years of life
nearly triples a child's likelihood of having academic problems. These
children are for likeliar to drop out of school before completing high school

THINK:
1. What is the primary objective of the Indigenous Peoples Education (IPED)
Curriculum Framework as outlined in DepEd Order 32, series of 2015?

Sample answer:

To provide culturally rooted and responsive basic education for indigenous

peoples.

2. Why is it important for educators to develop cultural awareness and

understanding of the histories, traditions, and values of the indigenous
communities they serve?

Sample answer:

It enhances respect, trust, and effectiveness in educational engagement with

indigenous students.

3. How can integrating indigenous knowledge systems and perspectives into

the curriculum benefit all students?

Sample answer:

It makes learning more relevant and engaging, and enriches the educational
experience for everyone.

4. What are some key components of holistic education in the context of

indigenous learning?

Sample answer:

Interconnection of mental, physical, spiritual, and emotional well-being.

5.How can language support be crucial for indigenous learners, particularly in

regions where indigenous languages are still spoken?

Sample answer:

It helps preserve indigenous languages and improves educational outcomes.

EXPERIENCE
Direction: Split the pupils into five groups, each representing one of the
difficult circumstances: Living in Remote Places, Victims of War, Products of
Broken Families, Street Children/Children from Impoverished Families, and
Victims of Abuse.

H. LEARNERS FROM INDIGENOUS GROUPS

EDUCATION THEORY

Classrooms in the 21st century are extremely different from the classrooms of
the past One of the seven Cs in teaching and learning in the 21st century is
cross-cultural understanding. Tracing where our students came from and
anticipating this in preparing the lessons is an essential ingredient toward a
successful and effective classroom instruction.

There are different indigenous groups in the country. According to the United
Nations Development Program, the Philippines is a culturally diverse country
with about 14-17 million indigenous people (IPs) belonging to 110 ethno-
linguistic groups. They are mainly concentrated in Northern Luzon (Cordillera
Administrative Region, 33%) and Mindanao (61%), with some groups in the
Visayas area.

In 1997, Republic Act 8371, also known as Indigenous Peoples Right Act,
was enacted. This law recognizes and promotes all the rights of indigenous
cultural communities/indigenous people (ICCs and IPs).

IPs remain to be the most vulnerable and marginalized members of society.

Many IP communities continue to lack access to decent basic social services,
have limited opportunities to engage in the mainstream economy, and suffer
social, economic, and political exclusion (DepEd Order 62, series of 2011).

As a result, the DepEd issued DepEd Order 32, series of 2015, entitled
Adopting the Indigenous Peoples Education (IPED) Curriculum Framework.
The DepEd order recognizes the right of IPs to basic education that is
culturally rooted and responsive. The IPED Curriculum Framework seeks to
provide guidance to schools and other education programs, both public and
private, as they engage with indigenous communities in localizing,
indigenizing, and enhancing the K to 12 curriculum based on their respective
educational and social contexts.

Moreover, according to DepEd Order 62, scries of 2011, the department is

mandated to provide inclusive basic education for all, and shall:
1. ensure the provision of universal and equitable access of all IPs to quality
and relevant basic education services towards functional literacy for all;

2. adopt appropriate basic education pedagogy, content, and assessment

through the integration of indigenous knowledge systems and practices
(IKSPs) in all learning arcas and process;

3. provide adequate and culturally appropriate learning resources and

environment to IP Icarners;

4. strengthen the hiring, deployment, and continuous development of teachers

and learning facilitators in the implementation of the IP Education Program;

5. establish and strengthen appropriate multi-level units responsible for

planning, implementing, and monitoring IP education interventions;

6. expand and strengthen institutional and civil society linkages to ensure

proper coordination, knowledge-sharing, and sustainability of the IP Education
Program; and

7. implement stronger affirmative action to eradicate all forms of discrimination

against IPs in the Philippine educational system

Indigenous learners are individuals from indigenous communities who have

their own unique ways of acquiring knowledge and learning. Indigenous
education is a lifelong learning process that encompasses traditional
knowledge, holistic thinking, and a deep connection to the land, language,
and community . Indigenous learners have historically faced challenges due
to the lack of suitable formal standardization for compiling culturally contextual
learning materials and delivering them in a way that aligns with their
worldviews . To address this, there is a need for pedagogical approaches that
bridge the gap between western educational pedagogy and indigenous
holistic thought . Indigenous learners have their own diverse cultures and
perspectives, and it is important for educators to decolonize their pedagogy
and provide support systems that promote academic success and retention
among indigenous youth and adults attending university.

Engaging with learners from indigenous groups involves understanding and

respecting their unique cultural backgrounds, knowledge systems, and
perspectives. Education that is responsive to the needs of indigenous learners
can support their academic success and personal growth, while also affirming
their cultural identities. Here are several key considerations and strategies for
effectively supporting indigenous learners:
Understanding and Respecting Cultural Backgrounds

1. Cultural Awareness: Educators and institutions should strive to develop a

deep understanding of the histories, traditions, and values of the indigenous
communities they serve. This includes recognizing the impact of colonization
and the importance of self-determination for these communities.

2. Incorporating Indigenous Knowledge: Where appropriate, integrate

indigenous knowledge systems and perspectives into the curriculum. This can
make learning more relevant and engaging for indigenous students and enrich
the educational experience for all students.

3. Community Engagement: Building strong relationships with indigenous

communities and involving them in educational planning and decision-making
can enhance trust and cooperation. Engaging with elders and community
leaders can provide valuable insights and support for culturally responsive
education.

Tailoring Educational Approaches

1. Language Support: For many indigenous learners, particularly in regions

where indigenous languages are still spoken, language support can be crucial.
Offering instruction in or support for indigenous languages can help preserve
these languages and improve educational outcomes.

2. Flexible Learning Environments: Recognizing that traditional classroom

settings may not be the most effective learning environment for all students,
educators can explore alternative formats that may be more culturally
congruent, such as outdoor learning or project-based learning that connects
with community and environmental issues.

3. Holistic Education: Indigenous education often emphasizes the

interconnection of mental, physical, spiritual, and emotional well-being.
Education systems can incorporate these holistic approaches to support the
overall health and well-being of indigenous learners.

Policy and Institutional Support

1. Policy Frameworks: Educational policies should support the rights and

needs of indigenous learners. This includes policies that address issues like
access to education, funding for culturally specific programs, and support for
the revitalization of indigenous languages.

3. Professional Development: Providing teachers and administrators with

training on cultural competency and specific strategies for supporting
indigenous students can lead to more effective teaching and learning
environments.
3. Scholarships and Funding: Dedicated scholarships and funding
programs can help alleviate financial barriers that many indigenous students
face, making education more accessible and supporting their academic
journeys.

Research and Continuous Improvement

1. Research Collaboration: Collaborative research with indigenous

communities can help identify effective practices and evaluate the impact of
educational strategies. It’s important that this research respects the
sovereignty and intellectual property of indigenous communities.

2. Feedback Mechanisms: Establishing systems to gather feedback from

indigenous students and their families about their educational experiences
can help institutions continuously improve their approaches.

By adopting these approaches, educational institutions can create

environments where indigenous learners not only achieve academic success
but also feel respected and valued for their cultural identities. This, in turn,
enriches the educational experience for all students and contributes to a more
inclusive society.

ASSESMENT:

A. MULTIPLE CHOICE:

1. It is affects a person’s ability to be happy ,control their emotions and pay

attention.

A.Anxiety Disorder
B.Mental Disorder
C. Socio Emotional Disorder
D. Emotional Behavioral Disorder

ANSWER: D. emotional behavioral disorder

2. Makes , school hard for kids. Also it be hard to notice. It can be confused
with upset stomach,acting ot,ADHD or even learning disorders.

A. Anxiety Attack
B. Behavioral Disorder
C. Emotional Disorder
D. Mental Disorder

ANSWER: A. Anxiety Attack

3. It is A common mental disorder.It involves a depressed mood or loss of
pleasure or interest in activities for long periods of time.

A. Depression
B. Anxiety Attack
C. Emotional Disorders
D. Behavioral Disorders

ANSWER: A. Depression

4. It is a mental health condition that causes unwanted and upsetting thoughts.

A. Obsessive Compulsive Disorder

B. Obsession
C. Mental Disorders
D. Health Attack

ANSWER: A. Obsessive Compulsive Disorder

5. It is former called manic-depressive illness or manic depression.

A. Bipolar Disorder
B. Health Disorder
C. Mental Disorder
D. Physical Condition

ANSWER: A. Bipolar disorder

6. There are 3 types of bipolar disorder indicated below which is Not part of
them?

A. Clear Changes In Mood

B. Energy
C. Mental Health
D. Activity Levels

ANSWER: C. Mental Health

7. It is also called cyclothymia ,it is defined by recurring hypomanic and

depressive symptoms.

A. Cyclothymic Disorder
B. Behavioral Disorder
C. Bipolar Disorder Ii
D. Obssessive Disorder

ANSWER: A. Cyclothymic Disorder

8. It is a central nervous system (neurological) disorder in which brain activity
becomes abnormal.

A. Bipolar Disorder
B. Dawn Syndrome
C. Epilepsy
D. Memory Disorder

ANSWER: C. Epilepsy

9. it is a condition in which your airways narrow and swell and may produce
extra mucus.

A. Epilepsy
B. Asthma
C. Obsessive Disorder
D. Chronic Disease

ANSWER: B. Asthma

10. It is a condition that impairs the body’s ability to process blood glucose,
otherwise known as blood sugar.

A. Learmers With Chronic Illnesses (Diabetes)

B. Asthma
C. Eppilepsy
D. Behavioral Disorder

ANSWER: A. Learmers with chronic illnesses (diabetes)

11. It is the body’s overreaction to substances.

A. Diabetes
B. Allergies
C. Epilepsy
D. Obsession

ANSWER: B. Allergies

12. it is a disease that starts to our immune system,mistakes a normally

harmless substance for a dangerous invader.

A. Allergy
B. Asthma
C. Bipolar Disorder
D. Diabetes

ANSWER: A. Allergy
13. Tjere are types of allergies, including allergies to goods and insect
stings,can trigger a severe reaction known as what ?

A. skin rash
B. Anaphylaxis
C. vomiting
D. Diabete

ANSWER: B. Anaphylaxis

14. It produces antibodies,that it remain on the alert for that particular allergen.

A. Stomach
B. Liver
C. Immune System
D. Skin

ANSWER: C. Immune system

15. It is one of the type of abuse that , continuous lact of positive attention for
the child ignoring the child’s need for love,warmth and security.

A. Emotional Or Psychological Abuse

B. Mentally Abuse
C. Physically Abuse
D. Emotional Or Psychological Neglect.

B. 9 QUESTION WITH SHORT ANSWER

1. Who are the gifted learners?

Sample Answer:

Gifted learners ate those with disabilities in one or more academic

subjects ,such as maths and English.

2. What is identification?

Sample Answer:

Identifying gifted learners typically involves a combination of assessments,

including IQ test, achievement test ,and observations of their abilities and
permanence.
 3. What is Social and emotional needs ?

Sample Answer:

Gifted learners can excel academically,they may also face social and
emotional challenges .They might experience feelings of isolation due to their
different interest or intellectual levels compared to peers.

4. What is emotional behavioral disorder?

Sample Answer:

it is a behavioral disorder affects a persons ability to be happy ,control their

emotions and pay attention in school

5. What is anxiety attack?

Sample Answer:

Anxiety can makes school hard for kids. It might also be hard to
notice .Anxiety can be confused with upset stomachs ,acting out, ADHD or
even learning disorders.

6. What is depression?

Sample Answer:

it is a common mental disorder. It involves a depressed mood or loss of

pleasure or interest in activities.

7. Whatvis the main symptoms and patterns of depression?

Sample Answer:

A person experience a depressed mood (feeling sad ,irritable ,empty).they

may feel a loss of pleasure or interest in activities.

8. What is OCD or obsessive Compulsive Disorder?

Sample Answer:

It is mental health condition that causes unwanted and upsetting thoughts.

9. What is bipolar disorder?

Sample Answer:

Bipolar disorder ( formely called manic-depressive illness or manic

depression).
C. ESSAY
1. In your own opinion how can bipolar disorder affects students life?
2. How can a student’s be aware of the anxiety attack?
3. As you are a student’s how can you be aware of having depression?
4. How can you know if you are experiencing depression?
5. As a future educators,how can you help students having special
needs ?

CHALLENGE
"Creating an Inclusive School Campaign"

To challenge students to apply their understanding of diverse learner needs

by developing and implementing a school-wide campaign promoting
inclusivity and support for all students.

Direction: Students brainstorm campaign ideas that address the needs of the
six learner categories studied in the harness activity. Encourage creative
approaches such as videos, social media posts, school assemblies, or
informational pamphlets.

Group Assignments: Form six new groups, each responsible for creating
campaign materials for one learner category.
Enter

HARNESS
"Understanding Diverse Needs"

To build awareness and understanding of the unique challenges faced by

different groups of learners, fostering empathy and supportive behaviors in
the classroom.

Direction: Begin with a discussion on diversity in the classroom, explaining

that students come from various backgrounds and have different needs.
Introduce the six groups of learners: gifted, socioemotional disorders, chronic
illnesses, difficult circumstances, indigenous groups.

Group Assignments: Divide the class into six groups, each assigned to one of
the learner categories (gifted, socioemotional disorders, asthma, diabetes,
epilepsy, allergies, difficult circumstances, indigenous groups).
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https://www.nagc.org
https://www.davidsongifted.org/Young-Scholars/Articles/Understanding-
Giftedness-A-Parent-s-Guide
https://www.sengifted.org
https://www2.ed.gov/about/offices/list/oese/oshs/gate.html
https://www.hoagiesgifted.org
https://www.naset.org/index.php?id=2520
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