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Educ 223 M2
Educ 223 M2
LESSON 1
APPLICATION
1. What makes mental retardation a complex, rather than a simple, developmental disability?
Ans: Mental retardation is complicated because it affects a child's brain, which governs memory,
thought, emotion, motor skills, touch, vision, breathing, and all other bodily functions. Furthermore,
the brain directs and coordinates human movements and emotions, allowing a person to think and
feel; hence, mental retardation affects the majority of a person's functions, making it extremely
complicated.
2. Enumerate the common characteristics of person with mental retardation. Explain why they manifest
these characteristics.
B. Physical Abnormalities- Down syndrome is caused by a kid being born with an extra chromosome
due to genetic abnormalities, and this is why physical appearance is changed.
C. Inadequate Social Skills- People with mental retardation are less aware of their social environment,
are more likely to misinterpret others, and are more hesitant to socialize with new people. Some
people with mental impairment may become introverted and less outspoken as a result of a lack of
confidence and assistance.
D. Impaired Cognitive Abilities- People with mental retardation have lower-than-average IQs, which
impacts their ability to comprehend, reason, and respond to everyday events. Aside from age, which
is thought to be the source of reduced cognitive ability, family history, parkinson's disease, and a
variety of other factors are also thought to be factors.
E. Poor Psychomotor Development- The motor development of a child is harmed as a result of a child's
delayed cognitive development. The brain and body should work together to fulfill psychomotor
duties; however, delays and impairments in both the physical and cognitive aspects of a person
obstruct psychomotor development, resulting in an inability to do tasks properly and appropriately.
3. Do you favor inclusive education for students with disabilities? Explain your stand on the issue
Ans: Yes, I believe that students with disabilities should receive an inclusive education. This inclusive
education may have a major and negative impact on students with and without disabilities in the
classroom; so, I propose the requirement for a well-trained and skilled teacher to assist learning for all
types of students. Pupils with disabilities may feel less superior to their peers and be more vulnerable
to bullying as a result of an inclusive education, but they will also have more opportunities for
friendship and to express themselves with all types of students. Normal students can also establish
friendship and respect for pupils with disabilities, and imprint love and respect for diversity in their
hearts.
LESSON 2
APPLICATION
2. Enumerate the eight (8) learning and behavior characteristics of children with learning disabilities.
Briefly discuss each characteristic in your own words.
A- Reading: This is the capacity to comprehend the principles for selecting which sound should
be applied to a certain letter in order to make a word. However, this is an area of inability
among persons with learning impairments that has a significant impact on an individual's school
accomplishment because reading is one of the skills required for communication and is highly
common in studying all courses taught at school. Due to this shortcoming, pupils'
comprehension of what they are reading is significantly established, posing a significant barrier
to concurrent learning for both normal and learning disabled students.
B -Written Language: This is a person's ability to learn or participate in communication through
word recognition, reading comprehension, written spelling, or written expression, which kids
with learning difficulties are shown to be low in. Students with learning impairments are often
deficient in these areas, writing with a lack of fluency and writing methods. They are more
inclined to write in a disorganized and unfocused manner. This difficulty to write could also be
due to a lack of reading skills, which are necessary for making the sound-symbol connections
required for both spelling and reading.
C- Spoken Language: This is the ability to break words down into their constituent sounds and
combine them together to form words. A kid with learning difficulties is less likely to participate
in class activities such as oral recitations; they are more likely to utter only a few words when
prompted, mispronounce words, speak in fragments, and have difficulty conveying their ideas
through speech.
D- Pragmatic or social uses of language: Children with learning difficulties are less aware of
what they say and how others may react to it. They have a limited ability to construct
statements.
E- Mathematics: Children with disabilities have been shown to have significantly more difficulty
learning mathematical formulas. They have difficulty developing solutions to mathematical
difficulties, and the complexity of the problems leads them to believe that precise solutions are
unreachable.
F- Tend to fail and be retained in grade level: Children with learning difficulties fail to pass their
enrolled topics due to the aforementioned inabilities. Although they possess the necessary skills,
their ability to use them in achieving passing school grades is limited, and their co-learners will
soon abandon them.
G- Behavior problems: Learning disorders are thought to be caused by three types of behavior
problems: inattentiveness, hyperactivity, and impulsivity.
H- Social acceptance is low: A gap between normal learners and those with learning difficulties
develops as a result of their inabilities. Children with learning difficulties are frequently bullied
by classmates and even strangers. Others would condemn them, and children with learning
difficulties would eventually see their position as a weakness, lowering their self-esteem and
confidence to accomplish things they are truly capable of. Apart from their behavioral issues,
this scenario is thought to be a primary contributor to learning impairments among students.
LESSON 3
APPLICATION
Compare and contrast the theories and definitions of intelligence as advanced by the
proponents using the matrix below.
1.
MODULE ASSESSMENT:
1. As a future teacher, you might encounter pupils or students who may have mental retardation,
learning disabilities, and/or gifted and talented students. What are the important considerations in
communicating or talking to the parents or guardians about their child’s condition?
a.) to the parents of a child with mental retardation: I will inform parents about their child's
condition or learning status in my class in such a way that they are neither dissatisfied nor
discouraged. I'll also tell them about a specific area where their child is slow and what parents
may do to address their child's special needs. I will provide them with appropriate guidance to
help them better grasp their child's academic situation and their options for assisting their child in
pursuing what is best for him or her. They must recognize that their child has special requirements
that the school or I may not be able to meet, particularly if the school does not have adequate
facilities. But, of course, before I do anything else, I'll make sure that I've done everything I can to
teach their child and that I've given him/her special care and put in all of my other efforts.
b.) to the parents of a child with learning disability: Given that children with learning disabilities
have an average or above-average IQ but fail to learn for a variety of less serious reasons, I will
advise parents that their child may merely require motivation to learn. Of course, I'll ask them
how they're doing as parents to their children and inform them of their child's performance in my
class. I'll tell them that their child has the intrinsic ability, but that putting it into practice is the
only issue, and I'll work with them on some solutions that we can provide to the child as parents
and teachers. I'll encourage them not to lose hope and to offer a motivating environment for their
child as well as any other sources of support, particularly moral support.
c.) to the parents of a gifted or talented child: I will inform the parents that their child possesses
unique abilities that we, as teachers and parents, must cultivate in order for the child to enrich
and apply in his or her learning and later in life. I will advise them that their child will have a
better future if they focus on what their youngster can achieve and encourage him or her to
pursue interests. The parents must be aware of the things that the child may benefit from if he or
she is better shaped.
2. As a student, how will you rate your intelligence from 1-100, based on your honest assessment of
your scholastic performances? Explain
My IQ is 85 out of 100. It's because, while I can do things and stay up with my peers in school,
there are still things I need to learn. Anyway, 85/100 isn't a bad grade, and I'm confident that I'm
up to the task. To me, I have my own level of intelligence, and I believe I am not yet at the top of
it. That is what I am attempting to achieve, and if I am satisfied with all of my performances, I can
confidently declare that my IQ is ideal. As I've demonstrated, I'm capable of reasonable thinking,
reasoning, and comprehending complex concepts. However still, I am capable of keeping up with
my class and, for the most part, I can complete tasks without consulting or receiving assistance
from my classmates, which leads me to believe that I am capable of excelling in my course. As a
result, I believe my intelligence is already good and something that I need to improve through
daily learning.