Learners with Difficulty in Mobility

Topics:
(a) Understanding Learners with Difficulty in Mobility
(LDM)
(b) Accommodation for LDM
(c) Teaching Strategies for Learners with Difficulty in
Mobility

Writers:
AGUSTINA P. MAGALSO, MT-I, ZAMBOANGA DEL NORTE,
R IX
DOLORES N. PEPINO, Teacher I, Cebu City, R VII
LEONCIO S. MALUPA, ESP-II, AGUSAN DEL SUR,
CARAGA
MILADITH B. POLUTAN, MT-II, OROQUIETA CITY, R X
Session Guide 1
Understanding Learners with Difficulty in Mobility (LDM)

I. Greetings (30 seconds)

Say:
Good day everyone, I am_______________________. I will be facilitating with the very
first session on Understanding Children with Difficulty in Mobility.

II. Introduction (90 seconds)

Say:
No single child should be left behind regardless of his/her development, status and
physical condition.

Learners with Difficulty in Mobility have limitations in one or more basic physical
capacity and/or ability to move. It can be mild or severe. The fact is, some of them are
already enrolled in schools, others might still eagerly want to be in school yet are too shy to
enroll, or others possibly still do not know they are catered and given educational or health
services in school. As SPED Teachers, it is then your task and responsibility to provide
appropriate educational programs and services to create opportunities for success to this
type of learners.

Objectives:
At the end of this session, you are expected to:

1. Define and describe learners with difficulty in mobility

2. Classify learners with difficulty in mobility
3. Identify characteristics and physical features of learners with difficulty in mobility
III. Time Allotment
1 hour and 30 minutes
IV. Materials:
Manila Paper, Cut-out pictures, word strips, paste, transparent tape, permanent
pen, scissors, 5 meters cloth
V. Procedure:
A. Activity: (10 minutes)
Say:
Task1: Everybody, please get ready! Let’s have the “I Spy Game”.
a. I will group you into six. In your group, assign one member to act as a learner
with a problem in mobility.
b. The identified “learner” shall join his or her group in looking for the asked item.
c. The groups shall take turns in performing the given task while the others shall be
observers.
d. Follow the instructions that I will give for each group.
The trainer shall begin each round by saying: “My eyes spy on something…

GROUP MOBILITY PROBLEM DESCRIPTION OF ITEM TO ITEM

BE FOUND
1 cerebral palsy which can contain paper bills Wallet
and coins.”
2 amputation that is made of cloth and can Handkerchief
be used to wipe tears or
sweat.”
3 epilepsy or seizure which we can make a call, chat Cellphone
disorder a Friend or google.”
4 arthritis which tells exactly our time Watch
now.”
5 developmental which is small yet terrible. A flash drive
coordination disorder small
 thing which may contain huge
and bulk of files.”
6 muscular dystrophy which will help you see clearly.” Eyeglasses

Ask:
1. What have you observed in the learner with mobility problems during the activity?
2. How did the learner show the difficulty in mobility?
3. How was he or she able to complete the activity?

Task 2: Based on the identified mobility problems in Task 1, classify according to their
conditions using the table below: (15 minutes)

MOBILITY CLASSIFICATION OF LEARNERS WITH DIFFICULTY IN

PROBLEM/S MOBILITY
Neurological Orthopedic Health Conditions
Conditions Conditions
cerebral palsy
amputation
epilepsy or seizure
disorder
arthritis
developmental
coordination
disorder
muscular dystrophy

B. Analysis (15 minutes)

Say:

1. In this activity, what can you say about learners with difficulty in mobility?
2. How were you able to classify learners with difficulty in mobility?
3. Can you give an example/s of the physical features of learners with mobility
problems?
4. What do you feel when you see people with mobility problems?

C. Abstraction (30 minutes)

Ask:

What learnings did you gain from the activities undertaken?

Discussion using the Power point presentation on:

1. Definition/Description of LDM
2. Categories of Difficulty in Mobility
3. Characteristics of LDM
4. Types and Causes of LDM
Reference: Handbook for LSENs with Difficulty in Mobility page 99-103

D. Application (20 minutes)

1. There shall be 5 representatives from each of the 6 groups.

2. I will read the description twice. Identify what characteristic of LDM is being
described.
3. Choose the letter of the correct answer by standing behind the chosen posts labeled
A, B, C,
and D.
4. The last person who is not eliminated wins the game.

E. Concluding Activity (8 minutes)

Video clip: I Wish My Teacher Knew

https://www.youtube.com/watch?v=6k1-KExA9p8

Say:
Session Guide 2
Accommodations for Learners with Difficulty in Mobility

I. Greetings (30 seconds)

Good day, I am___________________________ I will be facilitating the 2nd session on
“Accommodations for Learners with Difficulty in Mobility” as continuation on the session presented
by _____________________.

II. Introduction (90 seconds)

Say:
Physical activity and mobility may be impaired by a number of conditions, some of which are
permanent like amputations; on the other hand, others are temporary in nature like epilepsy/seizure
disorder. In providing accommodations for learners with difficulty in mobility, we need to remember
that some conditions are characterized by periods of remission like developmental disorder,
meaning the disability will not always be visible and will not always impact the learners’ ability to
perform different activities.

Objectives:
At the end of the session, you are expected to:
1. Identify the problem areas for each physical disability
2. Identify the equipment/materials needed in the classroom
3. Demonstrate ways on how to accommodate LDM
III. Time Allotment
Session: 1 hour and 30 minutes.

IV. Materials
A. Videos Mobility Impairments
B. Power Point for the Priming Activity

V. Procedure
A. Activity (13 minutes)
Task 1 (Brainstorming): The trainer let the participants answer the ff. questions,
1. “Who are the learners with difficulties in mobility?
2. After identifying the learners with difficulties in mobility, which equipment/materials are
needed by each disability?
3. In what way does the school address the needs of these types of learners?
4. How ready is your school in accommodating learners with difficulty in mobility?

Task 2 (viewing of the video)

https://www.youtube.com/watch?v=wJQQtM6240s
Kids Like Me, I believe!

B. Analysis (15 minutes)

Group yourselves into 6 and answer the ff. questions:

1. What significant learnings did you gain from the video?
2. What must a teacher possess in addressing the learning needs of these types of learners?
3. How important is it for a teacher to know the proper accommodations of these LDM?

C. Abstraction (20 minutes)

Say:

This morning/afternoon we will be discussing the accommodations for learners with difficulty in
mobility. I will be presenting the different physical disabilities, accommodations,
equipment/materials needed, problem areas, and classroom management.

Here are some questions that need to be focused on:

1. What can you do as a teacher to help learners with difficulty on mobility?
2. How can you create a suitable and friendly classroom environment for LDMs?
 ACCOMMODATIONS FOR LEARNERS WITH DIFFICULTY IN MOBILITY

Physical Equipment/Ma
Accommodation Problem Area Classroom Management Teaching Strategies
Disabilities terials Needed
-Place learner at side Wheel chair/ Speech -Orient the class about the Refer to Articulation Skills
of the classroom near Improvised condition of the incoming learner teaching strategies.
the doorway for easy chair with disability.
Mild Cerebral access. Large table -Promote acceptance and
Palsy -Allow a voluntary encourage regular learners to
Buddy System for note extend help as needed. Refer to Mobility Teaching
taking. Strategies.
Mobility -Place materials within the
learners’ reach.
-Make available the Large flat Motor Coordination -Talk with the parents the needs, Teach skills that are at level of
use of large flat desks strengths and limitations of the the learner.
desks. Computers learner.
Mild Spina -Provide a corner (if available) -Work hand-in-hand with
Bifida where he can stand stakeholders.
comfortably.
( for back pain
problem)
-Place learner free Mats Motor Coordination -Familiarize what triggers seizures Activities can be found in the list
from flickering lights -Know the do’s and don’ts when of teaching strategies page.
-Place cushion mats Socialization skills seizure occurs. -Fine and Gross Motor skills
on his area for (SPED Teacher can provide notes - Self Advocacy
protection to Receiving Teacher on Seizure -Self-Esteem
-Provide a buddy Precaution and Management)
Seizure
system
Disorder/
*If seizure occurs:
Epilepsy
- Loosen his clothing
around the neck
-Remove harmful
objects around him
-Avoid other children
surround him so he will
be ventilated.
 -Turn him side to
prevent suffocation
and allow drainage of
saliva.
-Inserting of spoon
inside the mouth is
prohibited to avoid
mouth laceration or
worst dental fracture
and suffocation.
-If seizure continues
more than 5 minutes,
the child needs
immediate medical
attention.
-The learner must be Wheelchair, Muscles -Needs an assistive or adaptive Engage the learner in a suitable,
supported with personalized technological devices in the productive and enjoyable task.
Muscular appropriate chair, table table and chair classroom for writing Give ample time to finish the task
Dystrophy and a wheelchair for -Require tutoring Consider the attendance due to
mobility. health condition

Learners’ Ramps/ Mobility - Arrange classroom structuring Refer Mobility Teaching

Accessibility Inclined Plane with ample spaces Strategies.
Amputees
-Learner should be -Maintain a hazard-zone free area
Poliomyelitis
placed in classroom -Emphasize to the class
nearest the gate. precautionary measures in
-Learner should assisting mobilization to
occupy first-level orthopedically challenged learners
classroom and be
seated near the door
Multiple
-One must be provided
Sclerosis
with “show-me-
board/tag board for
class participation.
-Avoid rigid physical Board games Bones/ Involve the learner in classroom Provide the learner with table
Arthritis activity Lego blocks Joints activities with emphasis on safety activities
-Provide slow pacing Clay or precautionary measure
 classroom routines Table activities
-Offer bathroom
breaks

-Positioned properly Light objects Extremities Set short term goals. Teach children specific
for deskwork for play Breakdown achievable physical handwriting strategies that
-Ensure feet flat on the Computer activity into smaller parts while encourage to print or write letters
floor. Worksheets keeping each part meaningful and in a consistent manner
- Give extra time to achievable. Use thin magic markers or pencil
complete activities. grip.
-Introduce use of Focus on the purpose of the
Developmental
computer to reduce lesson
Coordination
Disorder
use of handwriting Encourage learners to present
- Learner should be report orally, use drawings to
accompanied by illustrate their thoughts
buddy system Incorporate activities that require
a coordinated response from
arms and / or legs, e.g. skipping,
bouncing and catching large ball.

-Provide cushion for Board games Bones Avoid stressful physical activities. Provide the learner with
comfortable seating such as chess, Give simple/light classroom worksheets and allow more time
position scrabble, chores to work on tasks.
puzzle and Allow learner to mingle or play
Bone
Sodoku. with friends to boost self-esteem Allow the learner to participate in
Tuberculosis
Connect the practical activities such as being
dots and a timer, look-out, line judge,
painting scorer and the like that will
materials. improve his/her ability.
 D. Application (30 minutes)
“IArte Mo Game”

Direction: Simulate accommodation if you have one of any of the following LDM:

Physical Disabilities Problem Area Accommodation

Mild Cerebral Palsy Mobility
Seizure Disorder Motor Coordination
Muscular Dystrophy Muscle
Amputee Mobility
Developmental Coordination Extremities
Disorder

VI. Concluding Activity (10 minutes)

https://www.youtube.com/watch?v=iK3voJQfIig
13 Incredible Disabled People You Wouldn't Believe Exist

Say:

Teachers are said God’s instrument in extending His care to children, so never disappoint our
Greatest Teacher instead let’s mesmerize ourselves with this parting thought.

Thank you for participating and continue inspiring our LSENs.

Session Guide 3
Teaching Strategies for Learners with Difficulty in Mobility

I. Greetings (30 seconds)

Say:
Good morning/afternoon everyone, I am _______________________, I will be facilitating
the session on the Teaching Strategies for Learners with Difficulty in Mobility

II. Introduction (3 minutes)

There is no specific or standard activity that is best applicable in catering the
educational needs of our Learners with difficulty in mobility. Differentiated instruction
can be given to our LSENs in a regular classroom setting as long as it is aligned to the
objectives of the problem area. Teachers are still the most creative/ resourceful being in
making the lesson more interesting to our learners.

Objectives:
After this session the participants will be able to:
1. Identify the activities that will develop the skills of learners with difficulty in mobility.
2. demonstrate a modified activity for LDM in a regular setting.
3. Express appreciation in educating LDM.

III. Time Allotment

Session: 1 hour and 30 minutes

IV. Materials
Meta-cards, cut-out pictures, crayons, pencils, markers, double-sided tape, pictures, strips,
laptop, projector, handbook, video clip, envelop

V. Procedure
A. Activity (40 minutes)
1. Say:
2. I will group you into six. Let’s do a “4 PICS 1 WORD GAME”. Guess the words as
described in the pictures. Write your answer in a meta-card. You will be given 5
seconds in each item.. Write your answers using meta-cards. You will be given 5
seconds for each item. Are we ready? (10 minutes)

B. Analysis (18 minutes)

Call a representative to discuss the following questions.

Focus Questions:
1. What are those words?
2. How significant are these to be developed by our learners especially to LDM ones?
3. As an educator, how would you influence your LDM in having positive outlook in life?
4. Can you suggest other activities that would develop such a domain/skill?
 C. Abstraction (30 minutes)

Discuss the following using a power point presentation:

Teaching Strategies for Learners with Difficulty in Mobility

 Articulation Skills

 Use visual pictures with words for the specific sound being targeted to learn.
 Model correct speech to the student, emphasizing the correct mouth formation.
 Use a slower pace of speech.
 Pronounce the particular sound longer and slower to the learner, while being careful not to
distort the sound.
 Let the child participate in choral reading.
 Use printed words and letters and clarify mispronounced/substituted sounds.
 Provide access to technology, such as text to speech, that allows student to hear proper
articulation or to make themselves understood by others.
 Use preferential seating, so that the student can see the teacher’s mouth when he/she is
speaking.
 Reduce background noise in the classroom.

 Fine Motor Skills

 Use assistive devices, like pencil grips and various sizes of writing instruments.
 Create opportunities for paired writing activities with peers who have strong fine motor skills.
 Use assistive technology and computers.
 Provide copies of notes.
 Chunk written work into parts.
 Use larger-lined paper or paper with raised lines.
 Provide materials for practice in writing particular letters of difficulty.
 Teach cursive writing if printing is especially problematic.
 Permit the use of a computer.
 Provide a physical mouse instead of a touch pad on lap tops (larger/specialized if mouse is
available).
 Reward student efforts.
 Provide choice in assignments, including some with less writing demands. (Power Point
presentations, for example)

 Gross Motor Skills

 Use assistive devices as prescribed (orthopedic chair, desk, etc).

 Provide frequent breaks to avoid fatigue.
 Specifically teach physical education skills that are at a level so as to be attainable by the
student.
 Teach skills to address needs.
 Focus on successes and improvements.
 Teach and encourage self-advocacy for the student to articulate needs to avoid injuries.

 Mobility Skills

 Plan activities that will ensure the student’s inclusion and safety.
 Ensure choice of learning activities so that student can select area(s) of strength.
 Modify physical education expectations to meet the student’s needs; consider greater focus on
knowledge.
 Teach self-advocacy skills.
 Use assistive and mobility devices.
 Consider accessibility needs when planning fieldtrips.
  Personal Care

 Provide extra time for personal care needs to be met.

 Assess the current level of functioning and plan for tasks that the student can do.
 Allow extra time for task completion.
 Use assistive technology.
 Encourage and reward efforts in self-care.
 Privately talk to the student about self-care.
 Provide availability and usage of accessible washrooms.
 Post visual/written steps for self-care procedures in the washroom.
 Ensure materials are reachable.
 Develop emergency evacuation procedures and post these.
 Provide a large/table desk to accommodate a wheel chair, if used.

 Personal Safety

 Develop and implement alternative programming in collaboration with other professionals,

teachers and parents/guardians.
 Directly teach and practice alternate behaviors.
 Develop a consistent method of handling inappropriate behaviors.
 Use social stories to teach positive/alternate behaviors.
 Use visuals (photos of the student doing the preferred behavior and/or other pictures).
 Use the student’s name and/or a key word to divert behavior.
 Focus on preventing the behavior by determining the function and triggers (time of day,
location, stress level, etc...)
 Re-direct when a trigger is present, preferably by using visual and/or oral cues.
 Teach the student to self-monitor by using a checklist to prevent undesirable behaviors.
 Teach the student to recognize emotions.
 Model the preferred behavior and vocalize steps for attaining it.
 Post visuals of steps for appropriate behavior.
 Post “stop” signs on areas that are not to be accessed by the student.

 Self-Advocacy Skills

 Provide direct instruction in how to self-advocate.

 Role play.
 Model asking for help.
 Develop a signal for the student to use to ask for help (colored sticky note on his/her desk).
 Recognize when others in the class effectively self-advocate.
 Frequently check with the student for his/her level of understanding.
 Positively reinforce efforts and improvements.
 Regularly conference with the student on self-advocacy.

 Self-Esteem

 Focus on successes and strengths.

 Reinforce even small improvements and efforts.
 Pre-determine peer groupings to maximize chances of success.
 Provide opportunities for the student to demonstrate and recognize his/her strengths.
 Use a journal for the student to focus on strategies and strengths.
 Use multi-media and literature to highlight others’ self-esteem.
 Use strength profiles and personality inventories.
 Provide replacement behaviors and language to combat negative comments made to self or
others.
 Post classroom rules, including “no put downs to others or self”.

 Transition Skills

 Use a visual schedule and timer for daily transitions.

 Provide advance notice of changes.
 Teach calming strategies.
 Use photos of new places.
 Visit the website of fieldtrip locations to familiarize the student with it ahead of time.
 Visit new environments many times ahead of the change.
 Use a calendar or agenda to plan for changes.
 Use social stories.
 Have familiar staff accompany the student in new environments.
 Take familiar items to new situations.

 Social Skills

 Encourage peer interaction and teach how to interact.

 Provide disability awareness information for class members. Teach them to ask the learner
first to see if they want help.
 Award wheelchair buddy licenses to other learners who want to support their classmate. Train
them in safe wheelchair pushing.
 Be aware of the impact of health and personal care and mobility on social time with peers.
Count the lost time each week to get a picture of this.

 Communication Skills

 It is very important to ensure the learner has opportunities to communicate. Utilize the
communication system that has been designed.
 Get to know the communication nuances of the learners. Eg., poking out the tongue may be
the learners way of indicating “no”, a kissing nose may mean “yes”. A grimace may mean
“stop”.
 Wait for the learner to process the incoming information, motor plan and perform a response.
Do not speak for the learner.
 Ensure the learner is positioned for optimum participation.
 Encourage others to speak directly to the learner.

Suggested Activities

Activities Materials Procedures

Articulation
Choral/Oral Language cards -Model correct speech to the learners, emphasizing the
Poem Reading Booklets correct mouth formation.
Reading with pictures -Pronounce the particular sound longer and slower to
the learners, while being careful not to distort the sound.
*Tic-Tac-Toe Board with 3x3 Draw the board.
grid of squares -First, you have to draw the board, which is made up of
a 3 x 3 grid of squares for basic players. Advanced
players may play with a 4 x 4 grid.
-The player draws an “X” or “O” in each grid one at a
time.
-The player first to form three series of X’s or O’s in a
row, whether horizontally, vertically, or diagonally, wins
the game. However, when both players are playing with
optimal strategy, there's a good chance for a draw
match. Players may play again.
*News time Picture cards -Let the child share some important event happened in
their lives yesterday
*Rhymes and Charts -Use a slower pace of speech.
riddles Books -Let the child participates in choral reading.

Fine Motor
Free Hand- Modelling Clay Form any desired objects using modelling clay
activities
*Collage Free Form Paint -Give the topic to be mounted.
Illustration board -Cut and paste on the board creatively.
Crayons
Scissors
Magazine
Scribbling Crayons -Allow the child to hold the pencil/crayon/marker and
Pencil make print on the paper provided
Marker
Used papers
Water and Sand box -Give your child a bunch of tools and toys that will let
Sand Activity water him lift, dig, pour and explore with sand and water.
-Encourage your child to use her imagination to get as
creative as possible when playing with the sand and
water
Bolts and Tool box (Screw, -Give your child the bag and ask her to organize the
Nuts, Hand nuts, bolts, contents into groups. When she’s finished, ask her why
Grips washers, etc) she chose to group them in that way. Then challenge
her to find another way to group the objects. For
example, she might put the screws and nails together
because they’re all the same length, or the washers and
bolts together because they are round. Another way to
sort might be screws and nails together because they're
silver, and other pieces because they're brass.
Clay Activity/ Clay bars Let the children create any figure they imagine, and
Play dough present it to group
Tracing and Paper Scissor, Provide the children with materials and trace the shapes
Cutting tracing wheel(if given
available)
Stocking and Wooden or Let children play with different shapes and figures, then
Piling plastic boxes and ask them to pile them
geometric figures,
cups
Paper Tearing Newspaper or Let the children play and tear the papers
any paper
available
Hand Painting Water-based -Show a Model
Paint - let the children paint things that interest them
*Bond Paper
*Paint Brush
*Create *Coarse Grain -Demonstrate on how to form simple objects using sand
Sculpture Sand or clay.
Paint -Have them form their own objects
Modelling Clay
Mobility
Ball throwing Ball, hula-hoop or Let the children play with ball and practice shooting
anything they can
shoot into
Dancing Speaker Introduce precautionary measures.
Music Demonstrate basic steps in dancing(2-5 steps will do)
Repeat procedures for mastery.
Paper Plate Paper plates Let the children move around the room on paper plates
Skating

Hop Skip and Paper plates Arrange the paper plates around the room and let the
jump on children step, hop and jump on each plate.
paper plate
Sensory Sand, sand Put these materials on the floor and let the children walk
Walking path papers, wet and on these materials.
dry cloth,
 *Tape Road Masking tape -Put down lines of tape to make roads
-The road went through rooms, made intersections, went
around rugs and tables.
*I Spy Game Materials around The teacher will say “I spy with my eye something that. .
the room .(describe). The children will look/ search for the thing
the teacher described.
A Big Maze Chalk or any Draw a maze inside or outside the room with enough
marking object, space to move around. Let the children follow the maze
Personal Care
*Grooming, Grooming kit -discuss grooming and personal care activities such as
bathing, bathing, washing, finger nail cutting, combing hair, tooth
washing brushing, etc…
- model each activity (explicit instruction)
*Dressing Different kinds of Review the skill such as buttoning-unbuttoning, zipping-
clothing with unzipping, and so on…
buttons, zipper,
Velcro, hook
Toilet toiletries Guided practice to master the skill
Hygiene
Personal Safety
Stop Drop Rubber Mats Introduce, discuss and Let the children practice the Stop
and Roll Drop and Roll as fire fighting drill
Fire fighter Costume or Introduce and discuss the fire fighters job and give
friends safety gears if chance for role-playing
available
Playing with Bring the children This is an outdoor activity to practice personal safety,
environment outdoor introduce possible sources of injuries like thorns,
slippery surfaces,
Guess Who Picture cards of The teacher will say “guess who…. Describe the picture)
community
helpers
Balance Marking pen Draw a line or make a marking, depending on severity of
Beam chalk disability, let the children step/follow the line and
markings.
Self-Advocacy
News Today Provide children the chance to tell any news, current
events or experiences.
Our Different Let the children pick any emoticons and give them the
Emoticons emoticons/ chance to share why they pick such emoticon/emotions.
emotions
School Trip Tour the children around the school like canteen
drinking fountain, library

D. Application (15 minutes)

In your group, demonstrate a modified activity for LDM in a regular setting developing
the following skills:
Group I Mobility Group IV Fine Motor
Group II Gross Motor Group V Communication
Group III Social Group VI Self- Esteem

VI. Concluding Activity (10 minutes)

Have the participants watch the video (5minutes)
https://www.youtube.com/watch?v=ekLpn4zKiNU
Say:
Teachers are the captains of their own classrooms. Do not limit your imagination in giving
activities to your learners despite their differences. We must dream big for them to realize
their own dreams and their potentials as Filipino learners. Be an instrument of setting no
boundaries especially to our learners with difficulty in mobility. Thank you!

“Disability only becomes a tragedy when society fails to provide the things needed
to lead one’s daily life”

-Judith Heurmann