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RUFFIE de la CRUZ
WILJOHN de La CRUZ
ILDEFONSO U. GONZALES III
Defining “Disabilities”
The International Classification of Functioning (ICF) defines “disability” as the
outcome of the interaction between a person with impairment and the
environmental and attitudinal barriers s/he may face.
Others prefer the term “disabled” or “differently abled.”
The World Health Organization (WHO) has defined impairment, disability and handicap as
:
Impairment
- Any temporary or permanent loss or abnormality of a body structure or
function, whether physiological or psychological. An impairment is a disturbance
affecting functions that can be mental (memory, consciousness) or sensory,
internal (heart, kidney), or external (the head, the trunk or the limbs).
Disability
- A restriction or inability to perform an activity in the manner or within the range
considered normal for a human being, mostly resulting from impairment.
Handicap
- This is the result of an impairment or disability that limits or prevents the
fulfilment of one or several roles regarded as normal, depending on age, sex,
social and cultural factors.
Barriers to Learning, Development and Participation and How to Overcome Them
Individual Barriers
‹ Communication
Poor motivation
Insecurity, low self-esteem and lack of self-confidence
Abuse
Gender
‹ Lack of social competence
Temperament
First-generation learners
Cultural, language and religious minorities
Impairment
Health conditions
Action Activity
Qualities and Virtues: The Gems and Gifts Within
o Assertiveness o Helpfulness o Peacefulness
o Care o Honesty o Prayerfulness
o Cleanliness o Honour o Purposefulness
o Compassion o Humbleness o Reliability
o Confidence o Idealism o Respect
o Consideration o Innovativeness o Responsibility
o Courage o Joyfulness o Reverence
o Courtesy o Justice o Self-Discipline
o Creativity o Kindness o Service
o Determination o Love o Solidarity
o Diligence o Loyalty o Steadfastness
o Empathy o Mercy o Tact
o Enthusiasm o Moderation o Thankfulness
o Faithfulness o Modesty o Tolerance
o Flexibility o Obedience o Trustworthiness
o Friendliness o Orderliness o Truthfulness
o Generosity o Patience o Unity o Gentleness
• According to the UN Convention on the Rights of Persons with Disabilities, universal design
means the design of products, environments, programmes, and services to be usable by all
people, to the greatest extent possible, without the need for adaptation or specialized
design. “Universal design” shall not exclude assistive devices for particular groups of persons
with disabilities where this is needed.
Examples of Disablities
Hearing Impairment
- Hard of Hearing (partial loss of hearing)
Deafness (complete loss of hearing)
Visual Processing
Visual Processing involves how well a student can use visual information. When he sees
something, especially something complex,
e.g., does he understand it quickly and easily? Can he "visualize" things (like pictures,
shapes, words, etc.) in his head? Can he remember information that he sees?
Low Vision (partial loss of vision)
Blindness (complete or severe loss of vision)
Auditory Processing
Auditory Processing- involves how well a student can use auditory information.
When he hears something, especially something detailed, does he understand it quickly and
easily? Can he “hear" things (like sounds, numbers, words, etc.) in his head? Can he
remember information that he hears?
Processing Speed
Processing Speed refers to how fast information travels through the brain.
All LD students experience some processing speed difficulty when required to process
information through their weakest processing "channel" or "modality".
It is like having the brain work at 30 miles per hour when the rest of the world (and all the
information) is going 55 miles per hour. Such students just can't keep up.
Dyspraxia
- Children with dyspraxia are affected by an impairment or immaturity of the organization
of movement, often appearing clumsy.