INSTRUCTIONAL MATERIALS FOR SPECIAL EDUCATION

Submitted to: Ms. Mercelita Labial

Submitted by: Krizziel Lynne C. Eduave

September 13, 2013

1. Braille (Source: http://www.omniglot.com/writing/braille.htm) Braille is a writing system which enables the blind and partially blind sighted people to read and write though touching. It is used for books, menus, signs, elevator buttons, and currency. Braille is often thought of as a language but there is a braille code for every foreign language like French, Spanish, Chinese, Arabic and Hebrew. It was invented by Louise Braille (1809-1852) who was blind because of a childhood accident and became a teacher of the blind. The Braille consists of patterns of raised dots arranged in cells of up to six dots in a 3 x 2 configuration. Each cell represents a letter, numeral or punctuation mark. Some frequently used words and letter combinations also have their own single cell patterns.

2. TEACCH (Treatment and Education of Autistic and Related CommunicationHandicapped Children) Materials (Source: http://autism-materials.com/) TEACCH is a method of teaching for children with autism. The primary aim of TEACCH is to help to prepare people with autism to live or work more effectively at home, at school and the community. It provides a wide range of services to a broad spectrum of toddlers, children, adolescents, adults and their families including diagnosis and assessment, individualised treatment

programmes, special education, social skills training, vocational training, school consultations, parent training and counselling and the facilitation of parent group activities. Examples of the materials of this method are Photo Funtastic Language Cards, Picture Symbol Language Activity Book and Communication Board Activities. These materials are designed specifically for use in language development programs, they also help build vocabulary, comprehension, and sentence production skills. The lessons are designed primarily for students with limited vocabulary or students who have difficulty constructing simple sentences. The use of communication boards is to strengthen language skills related to familiar topics and daily routines. Students with autism will surely benefit from these materials since it caters their language development and their difficulty with tasks and routines.

3. Social Stories (Source: http://en.wikipedia.org/wiki/Social_Stories) Social stories can be a written or visual guide describing various social interactions, situations, behaviours, skills or concepts and were introduced and described by Gray and Garand (1993). It describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of a social story is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Carol Gray, former consultant to students with autism spectrum disorders (ASD) in Jenison, MI, and internationally-recognized author and presenter, first defined Social Stories in 1991. Since that time, an increased understanding of the approach, coupled with research and experience from those using the tool, has resulted in minor but important revisions to the original definition. This instructional material helps children with autism to socialize and interact with other kids.

4.

PECS

(Picture

Exchange

Communication

System)

Materials

(Source:

http://en.wikipedia.org/wiki/Picture_Exchange_Communication_System)

The Picture Exchange Communication System or PECS approach is a modified applied behaviour analysis program designed for early nonverbal symbolic communication training. It is not a program designed to teach speech, although the latter is encouraged indirectly and some children begin to spontaneously use speech while enrolled in the PECS program. This program has 6 phases and each phase has a corresponding improvement in the speech development of the child. PECS approach uses pictures of things the child usually wants and a bigger picture or cardboard with the words I want on it. The child will learn how to use this material all throughout the phases.

5.

Letter

Tracking

Workbook

and

Alpha

Practice

Cards

(Source:
and

http://www.thedyslexiashop.co.uk/teaching-aids-for-teaching-dyslexics.html http://www.healthyplace.com/adhd/articles/dyslexia-and-learning-disabilities-educationalmaterial/)

These materials are for children with dyslexia. Since they have difficulties in reading caused by dancing and interchanging letters, they are aided frequently with reading workbooks and flash cards. The letter tracking workbook serves a dual purpose effectively teaching the alphabet sequence and the visual discrimination of letters while correcting reversals and rotations and instilling the habit of left-to-right progression that is so essential to the skill of reading. Flash cards may also help children who are dyslexic since they have words in bigger letters that will help the children familiarize themselves with the forms, figures and patterns of the letters. Teaching strategies like interactive phonics games can help children with dyslexia read by hearing the pronunciation of letters and words.

6. Graphing papers, Sticks, Concrete objects for students with Dyscalculia (Source: http://www.ldonline.org/article/Dyscalculia) For students with dyscalculia, graphing papers are very helpful to them since they have difficulties organizing math formulas on paper. The use of sticks and other concrete objects may also help them to visualize what they are solving. Also, explaining how a formula is done is a helpful strategy to supplement the tools used. Example, explain that 4 x 2 = 8, so when 8 is doubled, then 4 x 4 = 16.