Attitudes Toward Persons with Sensory Disabilities

People with sensory disabilities receive low academic and behavioral expectations because they tend to keep to themselves and minimize joining in social activities (Smith et al, 2008; Ting and Gilmore, 2012).

Stephens et al (2000) reviewed literature on attitudes toward persons with deafness and hearing impairment and discussed that results have little difference across various countries. They generalized that the attitudes toward the deaf and hearing impaired are negative. Olika (2009) also noted in her study that children with hearing impairment received more negative than positive attitudes from hearing people. The informants also said that many hearing people are rude, mean, screaming insulting words, isolating and neglecting the hearing impaired child.

Walker (2008) also examined counselors-in-training’s attitude toward persons who are blind or visually impaired and found that the participants held rejecting or negative attitudes. Lecturers in South Africa find teaching them a problem and consider these students a burden (Mushome and Monobe, 2013). General education teachers identify them as the students they least want to have in their classrooms (Horne, 1983 in Wall, 2002). In less intimate situations (e.g. workplace), people are comfortable interacting with them but not in helping situations or if close personal contact is required (Stovall and Sedlavek, 2010). Among employers, persons with sensory disabilities (together with cognitive and behavioral disabilities), were found to be the most difficult to accommodate in the workplace as compared to medical, neurological and physical disabilities (Center for Information, Training & Evaluation Services, 2003).

On the other hand, Stanlland (2009) noted that nine out of ten of the respondents in British Social Attitudes Survey in 2009 are fairly or very comfortable interacting with persons with sensory impairments in various situations (e.g as a boss, spouse, school/classmate, neighbor). The same survey also found out that persons with sensory disabilities are less likely to encounter prejudice from the public. Furthermore, teachers are positive in including persons with sensory impairment (Mamah et al, 2011, Prakash, 2012). They are more willing to accommodate these students than those with emotional problems or with physical disabilities (Wolman et al, 2004, Stephens et al, 2000). Miller at al (2009) also found that students expressed the most willingness to have relationships with persons with sensory disabilities as compared to those with cognitive and psychiatric disabilities. Galloway (1972) also found that counselors from four different populations have positive attitudes towards the deaf.

Women generally are more comfortable than men in their attitudes toward persons with sensory disabilities (Stanlland, 2009). Prakash (2012) reported in his study that female teachers showed more positive attitudes towards children with hearing impairment in their classroom when compared to male teachers. On the other hand, Walker (2008) reported that gender was not found to be significant in the attitudes toward persons with sensory disabilities.

           In relation to the current study in which age is a variable, it is revealed that its impact on attitudes is not consistent across scenarios particularly with persons with sensory disabilities (Stanlland, 2009). For instance, the youngest age group reported the least comfort interacting with people with sensory disabilities in workplace/boss scenarios but not in marriage and school scenarios. No significant differences in the attitudes of the participants were found when grouped according to age (Walker, 2008). On the other hand, Stephens et al (2000) indicated that age was significant as to whether persons with sensory disabilities make a lesser contribution to the society. Older respondents were more likely than younger respondents to indicate that persons with sensory disabilities make a lesser contribution to the society.

Walker (2008) and Galloway (1972) found that no significant difference between groups according to education (masteral or doctorate) among counselors in their attitudes toward persons with sensory disabilities. These however is inconsistent with Prakash (2012) who reported that teachers with post graduate education held statistically more positive attitudes toward persons with sensory disabilities compared to those who only have bachelor’s degree.

In term of contact, Walker (2008) found no significant associations between attitudes and contact toward persons with sensory disability. However, if the participants were grouped according to their experience with persons with sensory disabilities (none, casual, work-related, intimate), a significant difference was found in the respondents attitudes. Also, Wall (2002) reported that teachers with more direct or indirect exposure and experience with persons with sensory disabilities hold more positive attitudes than those with less experience.

image source: http://www.cbm.org/programmes/images/8856819_eb8a6b8555.jpg

The Use of Contextualized Visual Aids in Teaching Vocabulary to Children with Mental Retardation

Overview

        Public awareness about individuals with mental retardation has increased in the past years. Comprising 4.6% of the population in developed countries including the Philippines, these individuals gained considerable acceptance from the public and have found their place in special schools in the hope to live a productive life.

      In line with this, special educators sought for ways in order to provide the best learning possible for these individuals. Various movements have emerged and presented new ways of teaching considering the special needs of these individuals. These trends remain dynamic, presenting new findings and recommendations as results of research and study.

      There has been relatively little research on the vocabulary abilities of children with mental retardation. Some researches, like that of Ezell & Goldstein (1991), indicate that children with mental retardation tend to be more concrete in their understanding of words. This tendency to be more concrete may be the result of delays in development of semantic abilities (Rosenberg, 1982) and being lag behind in their development of organizing strategies (Stephens, 1972)

In respect with the above-mentioned ideas, studying the effect of using contextualized visual aids to increase the vocabulary of children with mental retardation is a significant and meaningful investigation. It is with an utmost conviction to the idea that in order to effectively teach these children, teaching approach must be integrated- multisensory and culturally/contextually-relevant.  Multisensory in a sense that the more senses being used, the more learning takes place. On the other hand,  to be culturally/contextually-relevant simply means that learning will be more effective when differences in the learner’s linguistic, cultural and social background are also taken into account (13^th Principle: American Psychological Association’s 14 Learner-Centered Principles, in Corpuz and Lucas, 2007).

Mental Retardation

     Mental retardation is defined by the World Health Organization as a condition of incomplete or halted development of the mind, which is characterized by impairment of skills as manifested during developmental period that contributes to the overall level of intelligence.

     Most children with mental retardation have problems with language and communication (Long & Long, 1994). In fact, language and speech disorders have been found to be the most frequent secondary disability among children with mental retardation (Epstein, Polloway, Patton, & Foley, 1989). Deficits in language and communication have been found to "constitute major impediments to the social, emotional, and vocational adjustment of retarded citizens" (Swetlik & Brown, 1977).

    Research about vocabulary abilities of children with mental retardation is said to be limited as compared to other language development concerns. Children with mental retardation have been found to lag behind in their development of organizing strategies (Stephens, 1972) and to use more concrete concepts (Mac Millan. 1982), suggesting that children with mental retardation have some difficulty developing and using semantic concepts.

On the other hand some studies have found that an area of strength for children with mental retardation is that of vocabulary skills. In a study of the comprehension of syntax and vocabulary conducted by Chapman, Schwartz, and Kay Raining-Bird (1991), the authors found that their subjects with mental retardation performed significantly better on the vocabulary comprehension task than on tests of syntactic skills.

 Theories Underlying the Use of Visual Aids

    Over the years, educators agree that the use of visual aids enhances learning both to children with or without special needs (with the exception for some cases i.e. visually-impaired children).  Jerome Bruner initially supported this when he proposed that learners can learn through Iconic mode or through the use of pictures and images. According to Machado (2007), visuals and images (pictorial representations) used during instructions almost always improve students’ attention, listening and comprehension and reduces recall errors.

Banghay-Aralin sa Filipino 7

         This will be my first time to post a lesson plan (banghay-aralin) in Filipino for Grade 7. Credit for my sister who made the draft and revised by yours truly. Hope you find this useful.

Banghay Aralin sa Filipino 7

I.                    Layunin:

1. Natutukoy ang mga tauhan sa kuwento.
2. Nakasusulat ng mga karanasan sa pagbibinata/pagdadalaga
3. Napapahalagahan ang responsibilidad bilang isang tinedyer.

II.                  Paksang Aralin:

Maikling Kuwento; “ Bagong Taon na Binatilyo na Ako”,

Batayang Aklat sa Filipino I dd. 92-94

Kagamitang Panturo: DVD player, flashcard, character map

Value Focus: Pagpapahalaga sa responsibilidad bilang tinedyer.

III.                Pamamaraan:

A.      Pangganyak:

Magpakita ng ng maikling video clip tungkol sa pagbibinata/pagdadalaga.

Pagkatapos, itanong ang mga sumusunod:

1.      Nakakaugnay ba kayo sa inyong napanood?

2.      Anong naalala ninyo habang pinapanood ang video?

3.      Anong mga pagbabago ang inyong naranasan ng sumapit kayo sa edad na 13?

A.1 Pag-alis ng Sagabal

Talasalitaan:

Ibigay ang kasingkahulugan ng mga salita at gamitin sa pangungusap.

1.      Humudyat         4. Musmos                 7. Sapitin

2.      Inaasam             5. Nakatutulig

3.      Binatilyo            6. Aatupagin

B.      Pagbasa ng Tahimik

Bigyan ang mga mag-aaral ng dalawang minuto para basahin ang teksto.

C.      Talakayan:

Pagkatapos ang pagbasa ng kuwento, itanong sa mga mag-aaral ang mga sumusunod:

1.      Ano ang pamagat ng kuwentong ating binasa?

2.      Sinu-sino ang mga tauhan?

3.      Sino si Sammy? Ilarawan

4.      Naransan din ba ninyo ang naranasan ni Sammy?

5.      Maituturing ba ninyong si Sammy ay isang tepikal/normal na tinedyer? Bakit?

6.      Kung kayo ang mga magulang ni Sammy, ano ang maipapayo ninyo sa kanya?

7.      Anong impresyong naiwan sa inyo pagkatapos ninyong basahin ang teksto?

8.      Kung bibigyan kayo ng pagkakataong magbigay ng wakas, ano ang nais ninyong maging wakas nito?

D.     Pagsasanay:

Pangkatin ang klase sa dalawa at ipakita sa pamamagitan ng isang dula-dulaan kung ano ang nararanasan ng isang tinedyer.

E.      Paglalapat/ Aplikasyon:

Paggawa ng Character Map

                        Base sa ginawang character map ano ang masasabi tungkol kay Sammy?

                  F.Paglalahat;

                        Natural lang ba sa isang tinedyar ang mga ganitong kaganapan na nangyayari sa kanyang buhay? Bakit?

                        Bilang isang tinedyer, paano ka magiging responsable sa iyong sarili, pamilya at komunidad?

                  IV.             Ebalawasyon:

                   A. Isulat ang salitang TAMA kung ang mga sumusunod na pahayag ay naganap sa kuwento at MALI kung hindi.

                   1.            Natapat sa bagong taon ang kaarawan ni Sammy.

                   2.            Si Sammy ay magdiriwang ng kanyang ika-16 na kaarawan.

                   3.            Si Jenny ang dahilan ng mga pagbabago ni Sammy.

                   4.            Kinasasabikan ni Sammy ang paghudyat ng orasan sa ika-12.

                   5.            Sinang-ayunan ni ate Beth at tatay ni Sammy ang lahat ng kanyang mga plano kung siya ay 13 na.

                 B.            Magtala ng 5 karanasan ng pagbibinata/pagdadalaga.

                V.            Takdang-Aralin:

                 Mag-ulat ng isang karanasang nagaganap sa kasalukuyan. Pag-usapan sa klase kung ang ulat ay batay sa kaisipan ng isang tinedyer.