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MY Portfolio IN Professional Education 4
BS Secondary Education (DRRR 01)
Cotabato State University
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MY PORTFOLIO
IN
PROFESSIONAL
EDUCATION 4
‘Foundation of Special and Inclusive
Education’
PREPARED BY:
JESSIE F. PERALTA JR. BSED III
MAJOR IN SCIENCE
SUBMITTED TO:
SIR BASUEL
Republic of the Philippines COLEGIO SAN JOSE DE ALAMINOS , INC. COLLEGE DEPARTMENT COLLEGE OF ARTS AND SCIENCES Alaminos City, Pangasinan, Philippines A. 2021-
NAME: Jessie Peralta Jr. YEAR&COURSE: BSED III
Subject: Prof Ed 4: Foundation of Special and Inclusive Education
Instructor: SIR. ELMER BASUEL My Report: "Individuals with Mental Retardation"
Perspective on Mental Retardation
The concepts and definition of mental retardation have changed and varied widely in the last fifty years. Even today, the definition of mental retardation is described as "in transition." It is expected that mental retardation will continue to be defined in many different ways. However, common concepts are found in the various definitions.
- Experts and authorities agree that mental retardation is a complex condition.
- Mental retardation is a developmental disability.
- Mental retardation results in substantial limitations in three or more of the major activities of daily life.
- Mental retardation encompasses a heterogeneous group of people with varying needs, features and life contexts.
What is MENTAL RETARDATION?
"Mental retardation refers to substantial limitations in present functioning. It is characterized by significantly sub-average intellectual functioning, existing concurrently with related limitations in two or more of the following adaptive skills areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental retardation manifests before age 18."
Clearly, there are four criteria in the definition which are explained below:
> limitations in present functioning means that the person has difficulty in performing everyday activities related to taking care of one's self, doing ordinary tasks at home and work related to the other adaptive skills areas.
> Significantly sub-average intellectual functioning means that the person has significantly below average intelligence. The intelligence quotient score is approximately in the flexible lower
IQ range 0 to 20 and upper IQ range of 70-75 based on the result of assessment using one or more individual intelligence tests. Sub-average intellectual functioning indicates that intelligence, or at least intelligence test scores, are not static or unchangeable.
> Limitations in the adaptive skills or behavior show in the quality of everyday performance in coping with environmental demands. Persons with mental retardation fail to meet the standards of personal independence and social responsibility expected of their chronological age and cultural group.
> Related limitations in the adaptive skills areas means that the person has difficulty in performing the following tasks:
Communications or the ability to understand and communicate information by speaking and writing through symbols, sign language and non-symbolic behavior like facial expressions, touch of gestures.
Self-care or the ability to take care of one's needs in hygiene, grooming, dressing, eating, toileting.
Home living or the ability to function in the home, housekeeping. clothing care, property maintenance, cooking, shopping, home safety daily scheduling of work.
Community use or travel in the community, shopping, obtaining services.
Social skills in initiating and terminating interactions, conversations, responding to social cues, recognizing feelings, regulating own behavior, assisting others, fostering friendship.
Self-direction in making choices, following schedule, completing required tasks, seeking assistance and resolving problems.
Health and safety such as maintaining own health, identify and preventing illness, first aid, sexuality, physical fitness and basic safety.
Functional academics or learning the basic skills taught in school.
Leisure such as recreational activities that are appropriate to the age of the person.
Work or employment, appropriate to one's age.
Mental retardation manifests before age 18 to 22. This means that the condition can start during pregnancy until the age of 18 to 22. A person who suffers from brain injury at age23 or thereafter, even if the other criteria are met, would not be considered to have mental retardation. The reason that such individual is excluded from this category is that mental retardation is a developmental disability.
- Extensive supports are needed on a regular basis; daily supports are required in some environments, for example, daily home living tasks.
- Pervasive supports are daily extensive supports, perhaps of a life sustaining nature required in multiple environments.
Causes of Mental Retardation
There are more than 250 identified causes of mental retardation. The AAMR classifies the causes or etiological factors based on time of onset, categorized as prenatal or biological (occurring before birth), perinatal (occurring during birth, and postnatal and environmental (occurring shortly after birth).
The specific biological causes are known for about two-thirds of individuals with the more severe forms that include the moderate, severe and profound types. It is important to understand that the causes listed are conditions, diseases and syndromes that are associated with mental retardation.
The environmental causes are traced to a psychological disadvantage which is a combination of a poor social and cultural environments early in the life.
The following factors are found to contribute to environmentally caused mental retardation (Greenspan, et al. 1994):
- limited parenting practices that produce low rates of vocabulary growth in early childhood;
- instructional practices in high school and adolescence that produce low rates of academic engagement during the school years;
- lower rates of academic achievement and early school failure and early school dropout; and
- parenthood and continuance of the progression into the next generation.
I. PRENATAL CAUSES – are those that originate during conception of preghiall until before birth are chromosomal disorders such as trisomy 21 or Down syndrome, Klinefelter syndrome, Fragile X syndrome, Prader-Willi syndrome, Phenylketonuria, and William syndrome. a. Down syndrome, named after Dr. Langdon Down, is the best known and well researched biological condition associated with mental retardation. It is estimated to account for 5 to 6% of all cases. Caused by chromosomal abnormality, the most common is trisomy 21 in which the 21st set of chromosomes is a triplet rather than a pair. Trisomy 21 most often results in moderate level of mental retardation, although some individuals function in the mild or severe ranges. DS affects about 1 in 1,000 live births. The probability of having a baby with DS increases to approximately 1 in 30 for women at age 45. Older women are at "high risk" for babies with DS and other developmental disabilities. b. In Klinefelter syndrome, males receive an extra X chromosome. Sterility, underdevelopment of male sex organs, acquisition of female secondary sex characteristics are common. Males with XXY sex chromosomes instead of the normal XY often have
problems with social skills, auditory perception, language, sometimes mild levels of cognitive retardation. This condition is more often associated with, learning disabilities than with mental retardation. c. In Fragile X syndrome a triplet or repeat mutation on the X chromosome interferes with the production of FMR-1 protein which is essential for normal brain functioning. d. William syndrome is caused by the deletion of a portion of the seventh chromosome. Cognitive functioning ranges from normal to mild and moderate levels of mental retardation. e. Prader-Willi syndrome is a syndrome disorder caused by the deletion of a portion of chromosome 15. Initially, infants have hypertonia or floppy muscles and may to be tube- fed. The initial phase is followed by the development of insatiable appetite. f. Phenylketonuria (PKU) is one of the inborn errors of metabolism. PKU is a genetically inherited condition in which a child is born without an important enzyme needed to break down an amino acid called phenylalanine found in dairy products and other protein-rich foods Failure to break down this amino acid causes brain damage that often results in aggressiveness, hyperactivity and severe mental retardation.
Environmental influences include maternal malnutrition, irradiation during pregnancy, juvenile diabetes mellitus and fetal alcohol syndrome or FAS. FAS is one of the leading causes of mental retardation. The mother's excessive alcohol use during pregnancy has toxic or poisonous effects on the fetus, including physical defects and developmental delays.
II. Perinatal causes include: a. Intrauterine disorders such as maternal anemia, premature delivery, abnormal presentation, umbilical cord accidents and multiple gestation in the case of twins, triplets, quadruplets and other types of multiple births. b. Neonatal disorders such as intracranial hemorrhage, neonatal seizures, respiratory disorders, meningitis, encephalitis, head trauma at birth. III. Postnatal causes include: a. head injuries such as cerebral concussion, contusion or laceration. b. infections such as encephalitis, meningitis, malaria, German measles, rubella. c. demyelinating disorders such as post infectious disorders, post immunization disorders. d. degenerative disorders such as Rett syndrome, Huntington disease, Parkinson's disease. e. Seizure disorders f. Malnutrition g. Environmental deprivation h. Hypo connection syndrome.
The Philippines provides educational services to people with disabilities on the Constitutional mandate that the State protects and promotes the right of all citizens to accessible quality education at all levels and provides adult citizens, people with disabilities and out-of-school youth with training in civic. Inclusive education aims to mainstream students with special needs in a flexible learning environment for acquiring quality education that optimizes their potential for holistic development. This goal depends upon teachers who can attain inclusivity in the educational system by shaping positive values, providing knowledge, and developing the skills of exceptional students to cope with life's challenges. Adopting this perspective, this study documents the experiences of forty-three college teachers with deaf students in inclusive classes, in one higher education institution in the Philippines.
4.) Any lesson you could possibly learn from the presentation.
The presentation are good, I learn a lot about in Special Education Programs and Services. Special education programs are designed for those students who are mentally, physically, socially and/or emotionally delayed. Due to these special requirements, students’ needs cannot be met within the traditional classroom environment. Special education programs and services adapt content, teaching methodology and delivery instruction to meet the appropriate needs of each child. As a special education teacher works with children of different ages who have a range of learning or cognitive disabilities, or emotional or physical problems. Special education teachers work to promote and manage the growth of their students in conjunction with their special needs.
Republic of the Philippines COLEGIO SAN JOSE DE ALAMINOS , INC. COLLEGE DEPARTMENT COLLEGE OF ARTS AND SCIENCES Alaminos City, Pangasinan, Philippines A. 2021-
NAME: Jessie Peralta Jr. YEAR&COURSE: BSED III
Subject: Prof Ed 4: Foundation of Special and Inclusive Education
Instructor: SIR. ELMER BASUEL Reflection Paper About: "Report of Mr. Siar"
“VISION, POLICY, GOAL, AND OBJECTIVES OF SPECIAL EDUCATION”
The Institutionalization aims to provide access to basic education among children with special needs, namely, the gifted/talented, the mentally retarded, the visually impaired, the hearing impaired, the orthopedically handicapped, the learning disabled, the speech defectives, the children with behavior problems, the autistic children and those with health problems through the formal system and other alternative delivery services in education.
According to the report of Mr, the vision, policy, goal, and the objectives of special education is to help the exceptional children to learn and acquire necessary skills for their self- help, independent living and leading future life as properly as possible. To help them to acquire necessary social skills, emotional literacy to live and participate in school, home and community life as properly as possible.
I realized that all learners should have access to quality education that meets basic learning needs and enriches lives. To provide children with special needs appropriate educational services within the mainstream of basic education. Sometimes people tend to forget that a person with disabilities is just another human being with desires, talents, skills – like everyone else. Everybody, regardless of their ability, has something to give to the world. We should never forget that!
In Conclusion, Education is every child’s right, not a privilege. As a society, we should embrace inclusive education, and encourage children with disabilities to participate in everyday activities, build friendships and get access to opportunities. Once especially abled children receive proper opportunities, they can get involved in shaping the society and achieving laurels for the country, and their families can escape or avoid the trap of poverty. Inclusive education is one of the fundamental ways to welcome diversity amongst all learners. It promotes the idea that “having a disability of any kind should never stop anybody from conquering the world.” When the specially abled are accepted and educated the way others are, they can turn their life around and achieve true, tangible success.
Genotype -refers to the person’s genetic heritage or the actual genetic material. The genotype is establish at conception during the process of fertilization and usually remains constant and does not change.
Phenotype –refers to the person’s observable traits that may be used to draw inferences about the genotype. The phenotype is the observable result between the genotype and the environment.
Gametes – are the human reproduction cells which are created in the reproductive organs. The ovaries of the female produce the ovum (ova) or egg cells while the testicles or testes of the male produce the spermatozoa or sperm cells.
Meiosis – is the process of cell division in which each pair of chromosomes in the cell separate, with one member of each pair going into gamete or daughter cell. Thus, each gamete, the ovum and the sperm, has twenty-three unpaired chromosomes.
Fertilization – a female’s ovum by a male’s sperm starts the process of human reproduction. Fertilization results in the formation of a single cell called the zygote.
Vulnerability –refers to how susceptible the organism is to being injured or altered by a traumatic incident. A traumatic incident includes such broad occurrences as teratogens or toxic agents, cell division mutation and other deviations from the usual sequence of development.
Deviancy – from the normal course of prenatal development results to the occurrence of developmental disabilities. The organism in utero, the zygote, the embryo and the fetus are vulnerable to injuries and developmental risks.
Vulnerability –refers to how susceptible the organism is to being injured or altered by a traumatic incident. A traumatic incident includes such broad occurrences as teratogens or toxic agents, cell division mutation and other deviations from the usual sequence of development.
Deviancy – from the normal course of prenatal development results to the occurrence of developmental disabilities. The organism in utero, the zygote, the embryo and the fetus are vulnerable to injuries and developmental risks.
Newborn screening refers to a set of special tests, including blood, hearing, and heart screening, done to one- to two-day-old infants, usually before they leave the hospital. This is to check for any serious health disorders that do not show signs at birth. The tests often scan for genetic and metabolic abnormalities, hearing problems, specific heart problems, and other conditions that can hinder their development.
Newborn babies that have health conditions may not exhibit any symptoms at infancy. If left untreated, the baby may develop serious problems. This is why newborn screening is essential as it helps with the early diagnosis of these conditions so babies can begin treatment as soon as possible—before the disease even turns serious or so early interventions can be made.
If a baby is not born in a hospital, parents should talk to their healthcare provider about newborn tests. Moreover, some babies require a repeat test one (1) to two (2) weeks later.
Many of these are metabolic disorders (often called “inborn errors of metabolism”) that interfere with the body’s use of nutrients to maintain healthy tissues and produce energy. Other disorders that screening can detect include problems with hormones or the blood.
In general, metabolic and other inherited disorders can hinder an infant’s normal physical and mental development in a variety of ways. And parents can pass along the gene for a certain disorder without even knowing that they’re carriers.
With a simple blood test, doctors often can tell whether newborns have certain conditions that eventually could cause problems. Although these conditions are considered rare and most babies are given a clean bill of health, early diagnosis and proper treatment can make the difference between lifelong impairment and healthy development.
In Conclusion, the remarkable lesson that I learn from the presentation is that children and adults with disabilities need health care and health programs for the same reasons anyone else does—to stay well, active, and a part of the community. Having a disability does not mean a person is not healthy or that he or she cannot be healthy. Being healthy means the same thing for all of us— getting and staying well so we can lead full, active lives. That includes having the tools and information to make healthy choices and knowing how to prevent illness. Some health conditions, such as asthma, gastrointestinal symptoms, eczema and skin allergies, and migraine headaches, have been found to be more common among children with developmental disabilities. Thus, it is especially important for children with developmental disabilities to see a health care provider regularly.
-The mother drinking during pregnancy, for example Foetal Alcohol Syndrome.
-A debilitating illness or injury in early childhood affecting brain development, for example a road traffic accident or child abuse.
-Contact with damaging material (like radiation).
-Neglect, and/or a lack of mental stimulation early in life.
Some people with learning disabilities have additional physical disabilities and/or sensory impairments.
The symptoms of learning disabilities are a diverse set of characteristics which affect development and achievement. Some of these symptoms can be found in all children at some time during their development. However, a person with learning disabilities has a cluster of these symptoms which do not disappear as s/he grows older.
Most frequently displayed symptoms: short attention span, poor memory, difficulty following directions, inability to discriminate between/among letters, numerals, or sounds, poor reading and/or writing ability, eye-hand coordination problems; poorly coordinated, difficulties with sequencing, and/or disorganization and other sensory difficulties.
ADHD is the official, medical term for the condition regardless of whether a patient demonstrates symptoms of hyperactivity. ADD is a now-outdated term that is typically used to describe inattentive-type ADHD, which has symptoms including disorganization, lack of focus, and forgetfulness. People with inattentive ADHD are not hyper or impulsive.
In Conclusions, A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.
Republic of the Philippines COLEGIO SAN JOSE DE ALAMINOS , INC. COLLEGE DEPARTMENT COLLEGE OF ARTS AND SCIENCES Alaminos City, Pangasinan, Philippines A. 2021-
NAME: Jessie Peralta Jr. YEAR&COURSE: BSED III
Subject: Prof Ed 4: Foundation of Special and Inclusive Education
Instructor: SIR. ELMER BASUEL
Reflection in Report of Mr. Marfil
“STUDENTS WHO ARE GIFTED AND TALENTED”
After I read the report of Mr. Daniel, I gained a knowledge of realization. Being working with a gifted and talented student can be both a joy and a frustration. Giftedness is a measure if innate ability, not performance hence this is a paradox. This is because motivated student who works hard, gets high grades, and behaves well in class may not be gifted and student who doesn’t perform well, is disruptive, and clowns around in class may well be gifted. This is often frustration for the teachers.
In today’s society, a lot of weight is put on teachers to make sure that no child gets left behind, and this focus is aimed towards those students that lack intelligence. This however does not cover the whole spectrum, as there are many students that are being held back by this no child left behind rule, because they have to wait for the others to catch up when they could be continuing their growth of knowledge. The main problem that faces these neglected geniuses is that it is very difficult to define giftedness.
“ I realize that a gifted student is one who asks many questions and answer is very curious, is in possession of large amounts of information and a good memory, they easily miss the path and often impatient if not recognized in class, the ability to learn new things is big, finishes class work easily, displays unusual academic achievement, but can also become disruptive in class, is easily bored, shows strong resistance to repetitive activities and memorization, complete work quickly but sloppy.
According to the report, the prominent men and women from different countries all over the world who have carved a name for themselves in their rejective fields of endeavor. They possess the central elements of giftedness and talent, namely, intelligence, or high intellectual ability,
Republic of the Philippines COLEGIO SAN JOSE DE ALAMINOS , INC. COLLEGE DEPARTMENT COLLEGE OF ARTS AND SCIENCES Alaminos City, Pangasinan, Philippines A. 2021-
NAME: Jessie Peralta Jr. YEAR&COURSE: BSED III
Subject: Prof Ed 4: Foundation of Special and Inclusive Education
Instructor: SIR. ELMER BASUEL
Reaction Paper in Report of Ms. Arellano
“STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS”
According to the report, Emotional and behavioral disorders are specific mental health disorders that cause extreme difficulties with both emotions and behaviors. They affect a child’s functioning in most or all areas of their life. Emotional and behavioral disorders (E/BD) make it difficult for a child to regulate emotions and make appropriate behavior choices in a wide variety of situations.
An emotional and behavioral disorder negatively impacts a child’s ability to be successful in school, control feelings and actions, and generally be happy in life. These disorders affect the whole child— feelings, behaviors, social development, and cognitive functioning. Children living with an E/BD have a hard time coping with life’s numerous demands.
Delinquency is a legal or moral misdeed or act (such as vandalism or stealing) but the term can also be used to describe a general tendency to commit such offenses. Juvenile delinquency is a heavily researched topic in psychology and it refers to criminal offenses committed by children and teenagers. Typical examples of juvenile delinquency are spray painting graffiti and shoplifting.
Children with E/BD have distinct traits that set their emotions and behaviors apart from other, less extreme actions or feelings. These characteristics of the emotional and behavioral disorder can include:
Impulsiveness
Short attention span
Aggression, such as acting out or fighting
Defiance, refusal to follow rules
Disrespect for authority
Arguing
Difficulty handling frustration
Blaming others, denying responsibility for actions
Self-injury
Withdrawal
Excessive fear, often in reaction to personal problems
Immaturity (crying, tantrums, lack of coping skills inappropriate for the age)
Behaviors that are age-inappropriate
Learning problems, other problems at school
Difficulty forming and keeping relationships with other children, teachers, and even family members
Pervasive unhappy and/or angry mood
In my future career, if there are students with Emotionally and Behavioral Disorders, I will help them and give a support so they experience life more positively and, by default, so others in their lives can experience life more positively, too.
Being a Professional mental health help is essential for these children. Helping students with behavioral disorders presents teachers with the opportunity to make a real difference in the lives of those learners, but it is not without challenges. When faced with endless grading, large classroom sizes, and never-ending lesson planning, teachers need a game plan for serving the needs of these students without neglecting other learners. The following tips exist to help teachers find balance and identify the best support mechanisms in the classroom. In addition to these professional supports, as a teacher understand about emotional and behavioral disorders and the types and characteristics, the better able you’ll be to understand your students and help them get through times of strong emotions and undesirable behaviors. Today's educators are asked to meet the diverse needs of all students, including those with emotional or behavioral disorders (EBD). The movement towards the inclusion of students with disabilities in the general education classroom combined with recent mandates requiring all learners to meet or even exceed established curricular guidelines, makes it increasingly challenging for educators to meet their moral and ethical responsibilities. Providing reasonable
MY Portfolio IN Professional Education 4
Course: BS Secondary Education (DRRR 01)
University: Cotabato State University
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