SCHOOL OF TEACHER EDUCATION
EDUC 101
THE CHILD AND ADOLESCENT LEARNERS AND
LEARNING PRINCIPLE
SECOND SEMESTER, A.Y. 2020-2021
MODULE 3
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Module No.3
Elben S. Mallo MR.ELBEN S. MALLO,RN, LPT ,MEd EDUC 101 The Child and Adolescent Learner& Learning Principle
Instructor
Contact No. 09985562357
Overview
Human development is a lifelong process of physical, behavioral, cognitive, and emotional growth and
change. In the early stages of life—from babyhood to childhood, childhood to adolescence, and adolescence to
adulthood—enormous changes take place. Throughout the process, each person develops attitudes and values
that guide choices, relationships, and understanding.
Module Outcomes
At the end of this lesson, you must be able to:
1. Identify the Exceptional Development: Physical Disabilities, Sensory Impairments, Learning Disabilities, and
Attention Deficit Hyperactivity Disorders
2.Describe ADHD & ADD
3.Give the Prenatal and Postnatal factors affecting development
Introduction
Physical changes in height and weight happen at a comparatively slower rate in the preschool years
than in infancy. Normally, a child adds about 2 to 3 inches in height and about 6 pounds in weight yearly.
Alongside with the physical changes are the changes in motor development. More than the ability to walk the
child is also able to acquire skills and begin to explore as part of his acquired independence.
Exceptional Development: Physical Disabilities, Sensory Impairments, Learning Disabilities, and Attention
Deficit Hyperactivity Disorders
A. Physical Disabilities. The physically handicapped have impairments that are temporary or permanent such
as: paralysis, stiffness or lack of motor coordination of bones, muscles or joints so that they need special
equipment or help in moving about.
Clippling disabilities include the following:
a. impairment of the bone and muscles systems which affects mobility and manual dexterity difficult and
impossible as in the case of the amputees and those with severe fractures;
b. impairment of the nerve and muscle systems making mobility awkward and uncoordinated as in cerebral
palsy; and
c. deformities or absence of body organs and systems necessary for mobility like in the case of the club-foot
and paraplegics.
It is evident that growth is affected by physical disabilities like orthopedic handicaps, dysfunction of the neuro-
muscular system, and congenital deformities. These are contributory factors in the making of the group of
exceptional children called the crippled.
Causes of Handicaps
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A number of factors have been identified as causes of crippling handicaps, impairments, and disabilities. These
are:
l. Prenatal factors. These are factors that affect normal development before and after conception virtually
lasting up to the first trimester or the third trimester of life. Specifically these include the following:
a. Genetic or chromosomal aberrations. This results from blood incompatibility of the husband and wife. There
is a transfer of defective genes from parent to offspring.
b. Prematurity. Birth of the fetus is usually earlier than the ninth month of pregnancy.
c. Infection. This is caused by bacteria or virus on the fetus in the womb of the mother, the germs usually
comes from highly communicable diseases rubella and venereal diseases. The neonatal sepsis is caused by
infection either directly from the mother or the outside environment like poorly sanitized delivery room,
infected hospital gadgets and many others.
d.Malnutrition. Insufficient intake of food nutrients necessary to sustain growth & development of the fetus
and the mother.
e. Irradiation. Pertains to the exposure of the pregnant mother to radioactive elements like x-ray. Exposure of
the mother also affects thefetus.
f.Metabolic disturbances. Inability of the mother or the fetus to make use of food intake.
g.Drug abuse. Entry of large quantities of medicines into the body thus affecting the fetus. Thalidomide used
by mothers has affected thousands of babies who were born without limbs and other extremities.
2. Perinatal factors. These are factors that cause crippling conditions during the period of birth.
a.Birth injuries. These are injuries suffered by the newborn baby. Injury to the spine will cause paralysis
(kernicterus).
b.Difficult labor. Hard and prolonged labor before the actual birth which interrupts the oxygen intake of
mother to fetus.
c.Hemorrhage. Profuse bleeding of the mother during birth which might be caused by damage of the uterus.
3. Postnatal factors. These are factors causing crippling conditions after birth.
a. Infections. These are caused by illness like diphtheria, typhoid, meningitis, encephalomyelitis,
and rickets in infants.
b. Tumor and abscess in the brain. They destroy the brain cell connected with movement thus impairing
mobility.
c. Fractures & Dislocations. These are destructions of mobility organs either through falls and other accidents
causing bone fractures or dislocation.
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d. Tuberculosis of the bones. TB germs are likely to attack the bones of the very young causing crippling
conditions.
e. Cerebrovascular inquiries. These are injuries in the head region enough to cause brain damage.
f. Post-seizure or post-surgical complications. These are convulsions after the delivery of the baby which cause
crippling conditions.
g. Arthritis, rheumatism. These are diseases affecting the spinal column and the muscles of locomotion at the
back.
B. Sensory Impairments. In terms of severity of impairment, there are two classes of visual handicaps, visual
impairment and blindness.
l. Visual impairment. It is a visual problem that calls for specific modification or adjustments in the student's
educational programs. Major and minor alterations can be done in the instructional environment depending
upon the kind of impairment.
2. Blindness is the inability of the person to see anything. When vision is 20/200 or less in the better eye with
correction or when the visual field is significantly less than what is normal, then there is blindness. The
measure 20/200 means that a person can see at 20 feet what a normally sighted individual can see at 200
feet.Visually impaired refers to those who were previously labeled blind and partially sighted. Those with visual
impairment lack sufficient vision to effect a normal functioning in school.
Visually handicapped is a form of visual impairment which, even with correction, still cannot achieve a normal
educational performance. The term includes the partially seeing and the blind.
Partially sighted children are those with "low vision". They are able to use print, with or without aids, as their
main medium for performing in school.
Low vision students are able to see but the visual impairment interfere with using vision for learning.
Blind students are those with so little vision and can learn through the use of Braille.
The most common visual problems which confront students are visual acuity problems. They are as follows:
l .Reduced visual acuity- poor sight
2.Amblyopia-lazy eye
3.Hyperopia-farsightedness
4.Myopia-nearsightedness
5.Astigmatism-imperfect vision
Other visual impairments which may affect students arc the following:
l. Albinism. Rapid, involuntary side movement of the eyeball or nystagmus.
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2.Cataracts. The lens of the eye changes from a clear, transparent structure to a cloudy or opaque one.
3.Macular degeneration. The central part of the retina which is called macula is affected. The remaining
peripheral vision can see large objects and colors but not to read.
4.Diabetic retinopathy. It is the leading of new cases of blindness and characterized by haemorrhaging of the
tiny vessels of the retina. Ag a consequence, vision is blurred or distorted.
5.Glaucoma. It is characterized by increased pressure with the eye, gradual loss of vision, beginning with the
peripheral vision,
6.Retinitis Pigmentosa. It is an inherited condition which begins with the loss of night vision and leads to
gradually decreasing peripheral vision. The dark pigment of the retina, essential for vision, is slowly lost
causing a gradual reduction in the visual field.
7.Retinopathy of Prematurity (deterioration of the retina). This is caused by the high level of oxygen required
for survival of premature infants who would not have previously survived.
Visual impairments impact on the individual's development. Students with visual impairments are visually
uncoordinated in their movement caused by the inability to develop the needed physical skills. The appearance
is awkward since they are not able to pay attention to their personal appearance, thus, have to be reminded of
their posture.
Sensory deprivation also exists in terms of the reception of sounds from the environment. When the auditory
problem is severe and beyond correction, it is considered an auditory handicap. This will affect the range and
volume of sounds that can be received by the individual. When hearing is impaired, there is limited functioning
of the auditory system.
Students with auditory handicaps are hearing impaired which most always manifests in their poor language
development. They are short of language skills needed to be able to communicate. The quality of voice is also
difficult to comprehend. The speech difficulties are caused by the inability of the person to hear himself or
others. Among infants born deaf or serious hearing impairment can at the start produce the range of expected
sounds but show a rapid decline in sound production. In the case of deaf children, most of their vocalizations
will cease completely within the first year. What is needed is reinforcement that comes from hearing their own
voices and those of the people around them. In its absence normal speech deteriorates and vanishes
completely.
Reading problems go hand in hand with severe hearing loss and differences in reading performance caused
primarily by decoding problems, diminished interest and lack of related experiences. Hearing impaired with all
probability will have reading failure despite appropriate instruction and other forms of remediation. He will not
be able to discern the sound units in a language.
Hearing impairment is a generic term for hearing disability which may either be mild or profound. Hearing
impairment subsumes the terms deaf and hard of hearing.
Deaf individuals are those whose hearing disability precludes successful processing of linguistic information
through hearing with or without a hearing aid. The deaf student's development of speech and language as
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well as his primary basis of communication are not through hearing (Ross, 1982 as cited by Bauer and Shea,
1989 as cited by Acero, et al., 2004).
Hard of hearing individuals are those who use hearing aid and therefore can have hearing adequate for the
processing of linguistic information.
Deafness can either be prelingual or postlingual and sensory. Prelingual is deafness present at birth or
occurring before language or speech development.
These children require specialized services which includes special equipment and curriculum.
Postlingual deafness occurs after speech or language development. Sensory neural deafness is caused by the
physical impairment of the inner ear, the peripheral hearing nerve, and other parts of the auditory system that
extends to the cortex of the brain.
Hearing impairment is not only the handicap of not being able to hear. It encompasses emotional problems,
problems in socialization, in learning disabilities, and in the general day-to-day experience only a hearing
impaired can comprehend.
Causes of Deafness
Deafness is a condition caused by a number of factors, namely:
I . Prenatal causes
a. toxic conditions
b. viral diseases — mumps, influenza, rubella
c. congenital defects such as lack/ closure of the external canal or even the ear, ossification of the three
little bones in the ear and the oval window.
2. Perinatal causes
a. injury sustained during delivery such as pelvic pressure injury resulting from use of forceps and
intracranial hemorrhage
b. anoxia or lack of oxygen due to prolonged labor
c. heavy sedation due to overdose of anesthesia in twilight deliveries
d. blockage of the infant's respiratory passage
3. Postnatal causes
a. diseases, ailments, conditions such as meningitis, external otitis (inflammation of the outer car), otitis
media (often characterized by running, discharging ear(s) or the infection of the middle ear), impacted or
hardened earwax (cerumen) which may lead to infection
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b. accidents/trauma falls, head bumps, over exposure to high frequency sounds and extremely loud
explosions, puncturing of eardrum, difference in pressure between air outside and that one inside the middle
ear due to changes in altitude, undrained water in the ear due to frequent swimming
4. Other causes
a. heredity
b. prematurity
c. malnutrition
d. Rh factor — blood incompatibility of parents
e. overdosage of medicine
Classification of Hearing Impaired Children
Hearing impairment can be classified according to age at onset of deafness, language development, place of
impairment, and degree of hearing loss.
l. According to age at onset of deafness
a. congenitally deaf — those born deaf
b. adventitiously deaf- those born with normal hearing but became deaf due to accident or illness
2. According to language development
a. Prelingually deaf-those born deaf but hearing before speech and language were developed.
b. Postlingually deaf — those who became deaf after the development of speech and language.
3. According to place of impairment
a. conductive hearing loss — impaired hearing due to interference in sound transmission to and through
sense organ, in particular in the outer or middle ear
b. sensory neural hearing loss — impairment due to the abnormal inner ear or auditory nerve or both
c. mixed hearing loss — a combination of the conductive and sensory neural hearing loss. This
sometimes called a flat loss as depicted in the audiogram.
4.According to degree of hearing loss
a. slight
b. mild
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c. moderate
d. severe
e. profound
C. Learning Disabilities
Learning disabilities include problems among children related to disorders in understanding or using spoken
and/or language. Such disorders manifest in the inability to listen well, process information readily, and
inability to talk, read, write, spell and even add numbers. Learning disabilities are also referred to as
perceptual handicaps, brain injury, brain dysfunction, developmental aphasia and specific sensory motor
dysfunction. A disabled child is usually of normal intelligence but does not meet the age-level expectations.
At the preschool level, learning disabilities may come in the form of problems related to pre-academic skills,
cross motor, fine motor, visual, auditory, and tactile/kinesthetic perception, and expressive language.
The learning disabilities could be symptoms of worldwide problems. Today, such is called sensory integration
or sensory dysfunction,
Sensory integration refers to the ability of the individual to process information coming from the environment
and makes use of the information in the process. The senses are: auditory, tactile, vestibulary (balance center
in the inner car), proprioceptive (muscles, joints, and tendons), and visual.
This definition provides identification of students qualified for educational services depending on three
conditions:
l . Normal intelligence. This refers to child's performance at above normal range using non-verbal measures
which include language concepts.
2. Academic achievement deficit. Condition where child shows academic achievement deficit in at least one
subject, such as oral expression, listening, comprehension, mathematical calculation, and spelling. Further, a
major discrepancy between expected achievement and ability is considered. This should not be a result
identified and generally accepted handicapping conditions.
3.Absence of other handicapping conditions (exclusion criteria). There must be no manifestation of visual or
hearing impairment, mental retardation, severe cases of emotional disturbance, and cultural neglect.
Learning disability is characterized by poor academic performance, social and psychological problems, and
delayed physical development.
The different types of learning disabilities are:
1. dyslexia reading
2. dysgraphia — writing
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3. visual agnosia — sight
4. motor aphasia — speaking
5. dysarthria — stuttering
6. auditory agnosia — hearing
7. olfactory agnosia — smelling
8. dyscalculia-math
There are three general causes of learning disability:
I. Problematic pregnancies, occurring before, during, and after delivery causing injury whether minimal or
sever to brain and brain dysfunction.
2.Biochemical imbalance caused by intake of food with artificial food colorings and flavorings.
3.Emironmental factors caused by emotional disturbance, poor quality of instruction and lack of motivation.
D. Attention Deficit Hyperactivity Disorder (ADHD)
Attention deficit hyperactivity disorder interferes with an individual's Ability to focus (inattention), regulate
activity level (hyperactivity), and inhibit behavior (impulsivity). Among children and adolescents, it is one of
the most common learning disorders. The young with ages 9 to 17 are affected for at least six months and
are more common in boys than girls. This syndrome is manifested early in the preschool or early elementary
years but can persist into adolescence and occasionally into adulthood.
Children with ADHD need assessment from health care professionals with the help of parents and teachers.
There is no specific test for ADHD but it can be diagnosed through a series of psychological test , physical
examina tion, and observing child's behaviors in day to day setting. Recently, ADHD has been classified into
three subtypes:
a. Predominantly inattentive
b. Predominantly hyperactive-impulsive
c. Combined type
Children with inhibited behavior, inattentive, and without focus tend to be withdrawn, polite, and shy. In the
absence of hyperactivity, they are likely referred to as having Attention Deficit Disorder (ADD).
ADD and ADHD are therefore categorized as different disorders in the presence of symptomatic differences.
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What Causes ADHD?
ADHD is a neurologically based medical problem caused by a number of factors. The exact causes are however
unknown. According to some research studies, the disorder results from an imbalance in certain
neurotransmitters (most likely dopamine and serotonin). These substances help the brain to achieve focus and
regulate behaviour. Certainly, parents and teachers do not cause this disorder, but may lessen or worsen the
effects of the disorder.
ADHD is associated with symptoms in children like difficult pregnancies and problem deliveries. The risk is
compounded by maternal smoking and exposure as well to environmental toxins. Other studies indicate that
the ADHD brain consumes less glucose- its main fuel source especially in the frontal lobe regions (Zametkin,
Mordahl, Gross, King, Semple, Rumsey, Hamburger and Co. hen, 1990; Sousa, 2006). Brain studies of this
disorder have also suggested the genetic component as a source.
Is ADHD inherited?
Probably. When the disorder run in families there is very likely to have genetic predispositions. Usually,
children with ADHD have at least one close relative who has ADHD. The genetic component is attributed to the
gene responsible for coding the neuron receptors for the key neurotransmitter dopamine. Dopamine helps the
brain focus with intent to learn.
Although there may be a genetic predisposition for ADHD, still parenting and schooling matter. It is the child's
environment that plays a major role in determining whether the genetic traits appear. Parents ability to cope
with a problem child will shape his development and interaction with the world (DeGrandpre and Hinshaw,
2000; Sousa, 2006).
Is it possible to have ADHD-like behavior and not ADHD?
Yes. There are children who manifest the symptoms of the disorder but actually do not have the disorder.
However, there are other causes like the inability to adjust and adapt to what is acceptable behavior in school
or even m some environments. Further, behavior may seem peculiar to ADHD but children can be taught the
appropriate behavior. Reactions or responses resulting from situations that create hyperactivity can be
controlled not necessarily through medication but modification of the causes of stress.
Can Schools Inadvertently Enhance ADHD like Behavior?
most children are to cope with changes in the environment that come at a pace faster than what they
expect. For that matter, schools are expected to come up with instructional approaches that will provide better
opportunities to learn effectively. Schools and classroom operations can inadvertently create or enhance
ADHD-like behavior in students when:
teachers tend to cover curriculum too fast, not realizing students need more time
teachers resort to teacher talk as the prevailing mode of instruction without regard for the students
learning preferences (some are visual learners, some kinesthetic and the 'like)
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room arrangements provide isolation, like row by row formation rather than collaboration (students in
this kind of classroom situation have the tendency to make mischief)
discipline is arbitrary and unfair coming from different kinds of teachers with different personalities and
rules and expectations there are few opportunities to move around (too much stuff to cover, so students just
sit and listen)
classroom atmosphere is not conducive to learning (it's either too hot or too dark)
there is no interaction taking place, the reason why boredom sets in classroom emotional climate
causes stress
What do educators need to consider?
First, educators must start identifying areas where difficulties occur. Once pinpointed, interventions can be
done in the areas concerned. For example, an ADHD student may find difficulties in absorbing instructions,
while another can absorb but cannot go through the task
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These situations call for two different interventions. The interventions should be applied on a case to case
basis, for a more effective learning results. With the right intervention, performance can be expected to
improve.
Teachers need to be active, positive, and well-versed in problem solving. Other important traits are
understanding and patience, and most especially a passion for teaching that uses compassion and not
discrimination.
Study Guide
1. As a future educator, how can you manage a child experiencing temper tantrum?
2. What is the appropriate methodology to be used by the teacher in teaching exceptional children?
RUBRICS 5 3 2 1
Ideas Presents ideas in an original Presents ideas in a Ideas are too general Ideas are vague or
manner consistent manner unclear
Organization Strong and organized Organized beg/mid/end Some organization; No organization; lack
beg/mid/end attempt at a beg/mid/end
beg/mid/end
Understanding Writing shows strong Writing shows a clear Writing shows adequate Writing shows little
understanding understanding understanding understanding
Word Choice Sophisticated use of nouns Nouns and verbs make Needs more nouns and Little or no use of
and verbs make the essay essay informative verbs nouns and verbs
very informative
Sentence Sentence structure enhances Sentence structure is Sentence structure is No sense of sentence
Structure meaning; flows throughout evident; sentences limited; sentences need structure or flow
the piece mostly flow to flow
References
Science-of-Adolescent-Learning-How-Body-and-Brain-Development-Affect-Student-Learning.pdf (all4ed.org)
Child and Adolescent Development for Medical Learners: Lines of Development | MedEdPORTAL
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SCHOOL OF TEACHER EDUCATION
MODULE APPROVAL SHEET
Course No. EDUC 101 Descriptive Title : THE CHILD AND ADOLESCENT LEARNERS
AND LEARNING PRINCIPLE
Module No. : 2 Course Year & Section BSED 1-B AND BEED 1-A-B
Prepared and Submitted by:
ELBEN S. MALLO,RN,LPT,MEd
Instructor
Checked by:
RHODORA P. PANIZAL Ed. D.
Dean, School of Teacher Education
Recommending Approval:
HEIDE A. PAMA, M. ED.
Dean of Instruction
Approved:
JANICE JENNIFER P. PALMARES, MPA
Acting College President/ SAO/ Registrar Designation
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