Children with Disability

Date
Children with
Disability

A child with an inability or

reduced capacity to perform as
other children do because of
some impairment in sensory,
physical, cognitive or other areas
of functioning.
Children with
Disability
13 Disabilities according IDEA

D Developmental Delay
A Autism Spectrum Disorder
D Deaf Blindness

L Learning Disability
O Other Health Impairment
V Visual Impairment
S Speech and Language Impairment

T Traumatic Brain Injury

H Hearing Impairment
E Emotional and Behavioural Disorder

M Multiple Disability
I Intellectual and Developmental Disorder
O Orthopedic Condition
Traumatic Brain Injury

Children with TBI have an acquired brain injury that

affects specific parts of the brain. the external physical
force that caused an opening or closed injury may have
resulted in total or partial functional disability

Depending on the part of the brain that was injured,

there may be impairments in function such as
cognition, language, memory, attention, reasoning,
abstract thinking, judgement, motor abilities, or
psychological behaviour
Hearing Impairment
Children with H.I who dont meet the definition of deafness
still need assistance

For exp. Auditory training, instruction in oral and total

communication or hearing aid training

While these children may have fewer communication

problems than a child who is deaf, they may still have
difficulties because of the hearing loss, accommodations may
include lecture notes, visual and written instructions, written
exams, and visual behavioural cues.
Children with Emotional and
Behavioural Disorder
The term means a condition exhibiting one or more of
the following characteristics over a long period of time
and to marked degree that diversely affects a childs
educational performance

An inability to learn that cannot be explained by

intellectual, sensory, or health factors

An inability to build or maintain satisfactory

interpersonal relationships with peers and teachers.
Children with Emotional and
Behavioural Disorder
Inappropriate types of behaviour or feelings under
normal circumstances

A general pervasive mood or unhappiness or depression

A tendency to develop physical symptoms or fears

associated with personal or school problems

The terms include schizophrenia. the term does not apply

to children who are socially maladjusted. unless it is
determined that they have emotional disturbance.
Children with Emotional and
Behavioural Disorder
Anxiety Disorder

Anxiety can take forms and include panic attacks,

obsessive compulsive disorder, and specific phobias.

All anxiety conditions are marked by feelings of fearfulness

and apprehension.

Often, physical symptoms, such as shortness of breath,

racing, heart, and feelings of choking or losing control
accompany the subjective feelings of anxiety.
Children with Emotional and
Behavioural Disorder
Selective Mutism

Selective mutism describes a condition in which the child

remains silent in some specific situations but is able to
communicate within norma limits others.

Typically, the child may be verbally communicative at home

but fail to speak at all in a setting such as at child care, in
the classroom, or in a similar environment.
Children with Emotional and
Behavioural Disorder
Conduct Disorder

Conduct disorder is marked by a major disturbances in the students

behaviour and relationship with others

A student with Conduct Disorder will show frequent antisocial,

disruptive, and delinquent behaviour, often leading to law breaking
and sanctions from authority figures (suspension or expulsion from
the school or a period of detention through the juvenile justice
system).

The student may damage property and exhibit aggression, violence,

deceitfulness, and other socially unacceptable behaviours.
Children with Emotional and
Behavioural Disorder
Oppositional Defiant Disorder

The child or adolescent who has Oppositional Defiant

Disorder has marked difficulties in dealing with
interpersonal interactions, particularly with adults.

They may seem to deliberately provoke conflict by

contradicting what is said, resisting reasonable requests,
rules and conventions of behavior.
Intellectual and Developmental
Disability- Mental Retardation
IDEA Definition

Mental retardation is defined as significantly sub-average

general intellectual functioning existing
concurrently with deficits in adaptive behaviour and
manifested during the developmental period that adversely
affects a childs education performance
Intellectual and Developmental
Disability- Mental Retardation
The definitions emphasises three important points.

First, significant sub-average intellectual functioning must

be demonstrated before mental retardation is diagnosed.

Statistically, the meaning of significant refers to a score of two

or more standard deviations below the mean on a
standardised intelligence test ( a score of approximately 70 or
less).
Intellectual and Developmental
Disability- Mental Retardation
The definitions emphasises three important points.

Second, the child or individually must be well below average

in both intellectual functioning and adaptive behavior

In other words, the childs or individuals intellectual capacity

is NOT the only basis or criterion in defining mental
retardation.
Intellectual and Developmental
Disability- Mental Retardation
The definitions emphasises three important points.

Third, the definition clearly states that deficits in intellectual

functioning and adaptive behavior
must occur during the developmental period in order to
distinguish Intellectual Disability from other disabilities such
as intellectual impairments suffered by adults brought by
injuries or accidents.
Intellectual and Developmental
Disability- Mental Retardation
TheIDEA criterion that states adversely affects childs education
performance are met when deficits in both the intellectual and
adaptive functioning are present.
Before,
children diagnosed and assessed as having mental
retardation are classified on the basis of their levels or degree of
retardation as measured by their IQ test scores.
Intellectual and Developmental
Disability- Mental Retardation
Cornelia de Lange syndrome
Definition
Cornelia de Lange syndrome (CdLS), also known as Bachmann-de
Lange syndrome, is a rare genetic disorder that is apparent at birth
(congenital).
As with other syndromes, individuals with CdLS strongly resemble
one another. Common characteristics include low birth weight (often
under 5 pounds), slow growth and small stature, and small head size
(Microcephaly).
Typical facial features include thin eyebrows, which frequently meet at
midline; long eye lashes; short, upturned nose; and thin and
downturned lips.
Intellectual and Developmental
Disability- Mental Retardation
Cri-du-chat
Cri-du-chat syndrome is a group of symptoms that result from missing a piece of
chromosome number 5. The syndromes name is based on the infants cry, which is
high-pitched and sounds like a cat
Cri du chat is a rare syndrome caused by a deletion on the short arm
chromosome 5. The name of this syndrome is french for cry of the cat referring
to the distinctive cry of children with this disorder.
The cry is used by abnormal larynx development, which becomes normal within
a few weeks of birth. Infants with cry du chat have low birth weight and may have
respiratory problems
Some people with this disorder have a shortened life span, but most have a
normal life expectancy.
They also have an extensive grouping of abnormalities, with severe mental
retardation being the most important.
Intellectual and Developmental
Disability- Mental Retardation
Down Syndrome
Definition:
Down Syndrome is a chromosomal disorder due to the effects
of an error in cell division that results in the presence of an
anomaly at the twenty- first (21) pair of chromosomes.
Named after john Langdon Down, Down Syndrome is the most
common and readily identifiable chromosomal condition
associated with mental retardation
Intellectual and Developmental
Disability- Mental Retardation
Fragile X

A genetic condition involving changes in which the bottom the X

chromosome in the twenty third pair of chromosomes is pinched off, which
can result in a number of physical anomalies as well as mental retardation.
It is the most common inherited form of mental retardation. It results from
a change, or mutation, in a single gene, which can be passed from one
generation to the next.
Symptoms occur because the mutated gene cannot produce enough of a
protein that is needed by the boys cells, especially cells in the brain, to
develop and function normally.
The amount and usability of this protein in part determine how severe the
effects of Fragile X are individual.
Intellectual and Developmental
Disability- Mental Retardation
Fragile X
The most noticeable and consistent effect of fragile X is on
intelligence. More than 80 percent of males with fragile X have
an IQ of 75 or less.
The effect of fragile X on intelligence is more variable in
females. Some females have mental impairment, some have
learning disabilities, and some have a normal IQ.
Fragile X occurs less often in females because they have an
extra X chromosome, giving them better protection if one of
their X chromosome is damaged.
Intellectual and Developmental
Disability- Mental Retardation
Klinefelter Syndrome
Klinefelter syndrome is a chromosomal condition related to
chromosomes X and Y. The syndrome is caused by the presence
of one or more extra copies of the X chromosomes in a males
cells.
Extra copies of genes on the X chromosomes interfere with male
sexual development, preventing the testicles from functioning
normally and reducing the levels of testosterone.
The most common characteristic of men with Klinefelter
syndrome is sterility syndrome is sterility
Adolescents and adults with this syndrome have normal sexual
function
Intellectual and Developmental
Disability- Mental Retardation
Prader - Willi
Prader- Willi syndrome is a chromos disorder caused by
inheriting from ones father lack of genetic material on the
fifteenth (15) pair of chromosome
It is a genetic complex genetic disorder that typically causes low
muscle tone, short stature, incomplete sexual development,
cognitive disabilities, problem behaviours, and a chronic feeling
of hunger that can lead to excessive eating and life threatening
obesity
Children who have Prader- will syndrome have mild or
moderate mental retardation, and some of them have abilities in
the low-average range
Intellectual and Developmental
Disability- Mental Retardation
William Syndrome
A chromosomal disorder resulting from deletion of of genetic
material on the seventh pair of chromosomes.
It is characterized by mild mental retardation, distinctive facial
appearance, problems with calcium balance, and blood vessel
disease
Although individuals with william syndrome may show
competence in areas such as language, music, and
interpersonal relations, their IQs are usually below average
They are considered to have moderate to mild mental
retardation
Orthopedic Impairment
Cerebral Palsy
Cerebral palsy is a non progressive brain disorder characterised
by impairment and abnormalities of voluntary movement and
posture
deficit in intelligence and language may occur also. there are two
major classifications of cerebral palsy based on the type of
movement disorder
a. Spastic Palsy- refers to the group of persons who exhibit
hyperactive reflexes, exaggerated stretch reflexes and clonus.
b. Dyskinetic or Dystonic Palsy - refers to the group of persons
who exhibit involuntary and un coordinated movement
Learning Disability

Learning Disability means a disorder in one or more of the basic

psychological process involved in understanding or in using
language, spoken or written, which may manifest itself in an
imperfect ability to listen, think, speak, read, write, spell or to do
mathematical calculations.
Learning Disability

1. Dyslexia
lack of coordination between sight and sound
a generalised disturbance of language function that interferes
with the acquisition of reading skills
a disturbance of the ability to read
is an inherited condition. researcher have determined that
gene on the short arm of chromosome 6 is responsible for
dyslexia
Learning Disability

2. Reading Disabilities
Difficulty in reading when the topic discussion is unfamiliar
with them
Difficulty performing or remembering several verbal tasks in a
row
often appear as though they do not hear well
frequently say what? or huh in response to question
a history of middle ear infections
low academic performance
need extra time to process information
behavioural problem
Learning Disability
There are three types of Reading Disabilities
a. Dyslexic Type
Deficit in sound- symbol association, means the child has:
Tremendous difficulty sounding out words
difficulty in recognizing that the written symbols has a
certain sounds
trouble recognizing the symbols or sounds within words
trouble with rhyming sounds
trouble remembering to read from top to bottom and from
left to right
Might start at the end of a word reading saw instead of
was
This the of reading disability is sometimes inherited
Learning Disability

There are three types of Reading Disabilities

a. Orthographic Type
Deficit in acquiring a sight words
Children with this disability have difficulty in:
Memorizing written words, good reader eventually
recognise most words on sight and no longer need to
send out letters or word parts. this is an important skill
for reading at an appropriate rate
expectations for silent reading rate with prompt sight
recognition increase with each grade level( 50 - 90
words per min in the second grade to about 800 words
per min in graduate school)
Learning Disability

There are three types of Reading Disabilities

a. Hyperlexic type
Deficit in reading comprehension
Children with this type of reading disability might
have mastered phonics ( word Sounds) and have
well- developed sight word vocabularies, but they
cant answer questions about what they have read
Learning Disability
3. Dysgraphia
Dysgraphia or Agraphia is a deficiency in the ability to write, regardless
of the ability to read, not due to intellectual impairment
people with dysgraphia usually can write on some level, and often lack
other fine motor skills and may be cross dominant, finding tasks such as
tying shoes difficulty
it often does not affect all fine motor skills.
they can also lack basic grammar and spelling skills
the child may make inappropriately sized and spaced letters, or write
wrong or misspelled words despite through instructions
Learning Disability

3. Dyscalculia
Is a term referring to a wide range of a life long learning
disabilities involving math
Other Health Impairments ADD/
ADHD
Children with ADHD has less activity in the areas of brain
devoted to:
Planning
Sustain Attention
Impulse Control
Visual Impairment
Visual Impairment is the consequence of a functional loss of
vision
A visually handicapped child is one where visual impairment
interferes with his/her optimal learning and achievement
unless adaptation are made in the methods of presenting
learning experiences, the nature of the materials used and/ or
in the learning environment
Visual Impairment
Nine Warning Signs
Does the child exhibit:
clumsiness and trouble walking in unfamiliar settings?
holding head in awkward position or holding materials close to the
eyes to see it?
lack of attention to written informations on the blackboard or other
visual presentation?
a constant need for explanation of what is happening in the events?
Extreme sensitivity to glare, or loss of vision in the different types of
light?
extreme squinting?
excessive eye rubbing?
Poking the eyes with fingers or knuckles?
Physical anomalies such as swollen eyes or strabismus?
Speech and Language
Impairment
Speech Disorder
Difficulty producing sounds as well as disorder of voice
quality or fluency of speech
Articulation disorder- when the child cannot correctly
produce the various sounds and sound combinations
Articulation errors
Substitution
Omission
Distortion
Speech and Language
Impairment
Language Disorder
Difficulty receiving, understanding and formulating ideas
and information that can adversely affect a students educational
performance

Communication Disorder
Breakdown or dysfunction of this critical communication
system make learning an enormously difficult task
Deaf - Blindness

A concomitant hearing and vision impairment, the combination of

which causes such severe communication and other developmental
and educational needs that they cannot accommodate in the special
eduction programs solely for children with deafness or children
with blindness
Autism Spectrum Disorder

Deficits in 3 Areas:
1. Deficit in socio- emotional reciprocity

2. Deficit in nonverbal Communicative behaviours used for social

interactions (eye-contact, body-language, or deficits in
understanding and use of gestures to a lack f expressions and
non verbal communication)

3. Deficit in developing, maintaining and understanding

relationships
Autism Spectrum Disorder
Types of Autism (DSM-IV TR)

1. Classical Autism (Autistic Disorder)

2. Aspergers Syndrome
3. Retts Syndrome
4. Pervasive Developmental Disorder (Atypical Autism)
not otherwise Specified (PDD-NOS)
5. Childhood Disintegrative Disorder
Developmental Delay
Motor Skills
Gross Motor Skills
Fine Motor Skills

Speech and Communication Skills

Cognitive Skills
Indigenous
People
Indigenous peopleare people
defined in international or national
legislation as having a set of specific
rights based on their historical ties to
a particular territory, and their
cultural or historical distinctiveness
from other populations that are often
politically dominant.
The concept of indigenous people
defines these groups as particularly
vulnerable to exploitation,
marginalization and oppression by
nation states that may still be formed
from the colonising populations, or
by politically dominant ethnic groups.
Indigenous
People
The Philippines is home to around
on:
110 Indigenous people
communities
approximately 15 to 20 million
in population
more than 60% in Mindanao
30% in Luzon
10% in Visayas

While varying way in of life and

cultural heritage, they share similar
experiences of discrimination and
marginalization
Indigenous
People
Facts and Figures
Children of Indigenous
peoples number about 12-15
million across the country.
These are spread in seven
ethnographic areas with 117
ethno-linguistic groups.
Those in the elementary
schools total 639, 483 while
158, 550 are in the secondary
schools (2010-2011).
Indigenous
People
Indigenous peoplein the
Philippines
Aeta.
Ati.
Bajau.
Igorot.
Lumad.
Mangyan.
Palawan tribes.
Suludnon.
Indigenous
People
In 1997

Philippine government passed the

Indigenous Peoples Right Act or
Republic Act 8371 that recognizes
and protects the rights of indigenous
communities. Its effective
implementation, however, is still to be
seen and asserted by indigenous
communities
Indigenous
People
In 1980s

The various form of interventions done by IPAs and

religious congregations were or a combination of the
ff:
Teaching basic literacy- numeracy to children
and adults based on mainstream approaches,
methods and contents (Basic Literacy)
Provision of Adult- based trainings based on
mainstream approaches and content
(Livelihood Education)
Provision of school supplies, scholarships,
tutorials (Support to Centre School)
Provision of infrastructure, personnel (usually
lowlanders), curriculum evaluation tools,
books, and school calendar based on
mainstream education system (School
Buildings)
Indigenous
People
Reasons for Education
need to understand the system of
transacting business in the market
place
the need to read street sign, news
papers, and legal documents, and
to vote and participate in activities
outside their communities
the need for other livelihood options
because the community resource
base ( Finding employment)
the need to access health services,
and going to school is equated with
being educated and education
means liberation from poverty
Indigenous
People
IP experiences in Education

School as venue of
Discrimination
Prejudice
Financial inadequacy
comprehension difficulties
Adjustment difficulties
Indigenous
People
Impact on Mainstream School System

Alienation of indigenous youth from

their own communities, heritage,
culture and history
Misuse and abuse of cultural
practices, and dying Indigenous
Knowledge Systems and Practices
(IKSPs)
Graduates of schooled youth living
the community or abusing the
ancestral domain.
Continued marginalisation of
communities
Dying spirit of tribe
Indigenous
People
Cultural- Sensitive Educational
Interventions
1. Indigenized formal education
Use of local language when
appropriate ( as against the use
of filipino or english languages
as sole medium of instruction)
Discussion off concepts with
local situations or examples
( fermentation and wine making,
counting and simple weaving)
Inclusion of local knowledge in
the topics (local identification
system, of animals and plants,
or land and water)
Indigenous
People
Cultural- Sensitive Educational
Interventions
1. Indigenized formal education
Additional of underlaying values
like identity and self
determination
addition of local topics to
particular subjects (ex.
Indigenous musical instruments
in music class aside from the
usual instruments)
Inclusion of elderly or experts
from the community as resource
persons for some topics (ex.
indigenous musical instruments)
Indigenous
People
Indigenized Alternative Learning
System Curriculum

The ALS Curriculum is applied to

the indigenous education programs
with innovations consisting of the use
of indigenous learning and teaching
techniques, (ex. More group work,
use of the outdoors as venues for
lessons) and increases use of
indigenous materials for teaching
aids.
Indigenous
People
Own System
1. The community decides on their
schools overall directions, management
concerns, and key content that should
be part of the curriculum

2. while financial resources usually

come form benefactors and/or funding
agencies, the community participates in
the setting-up of the school and provides
counterpart resources for the
construction of school facilities like labor,
food, construction

3. local materials are used in setting up

the facilities, like grass for roofing etc.
Indigenous
People
Own System
4. the architecture of the school building is
patterned after the indigenous architecture in
the community

5. the management of the school includes the

local organisation of the tribe or community

6. community disciplinary procedures used in

maintaining discipline among the students

7. Indigenous teachers are prioritised in

selecting teachers

8. The curriculum design is based on the flow

of community life in such a way that topics are
discussed in direct relation to community
activity cycles.
Indigenous
People
Own System
9. Some communities modify the
school calendar (without decreasing
the required number of school days)
to take into consideration local
climate patterns, thus avoiding
absences due to rain, flooded rivers,
etc.

10. Indigenous materials are used as

teaching aids as appropriate

11. Indigenous teaching and learning

methods are incorporated as
teaching methods
Indigenous
People
An educational system
Appropriate to Indigenous
Communities

Philosophy
To instill mainstream competencies
and learning processes, and getting
them assimilated in the mainstream
society, the end goals now are to
nurture their sense of
identifying/indigenous personhood
and install competencies and
learning process both from their
system and mainstream to enable
them to assert their rights and self
determination.
Indigenous
People
An educational system Appropriate
to Indigenous Communities

To reach this goals, Indigenous people

eduction should be founded on the
following:
Culture (as process and product)
History ( life-stories woven into
the tribes story, woven into the
bigger story of nation and the
world)
Heritage ( a sense of being a
descendant and ancestor)
Spirituality ( expression of faith
life, values and beliefs)
Indigenous
People
Teaching Learning process

Revealed knowledge (dream, etc)

ancestral domain, and elders as
teachers

Tribal Langauge

Community teaching- learning

process complemented by
mainstream ones
Indigenous
People
Indigenous Peoples Education System
Indigenous Communities have a
system of education
each tribe in the country has a system
that started since time immemorial of
transmitting knowledge and forming the
youth to become responsible human being

Learning is everywhere and at every

moment
this is similar to the life-long learning
concept in eduction circles today. this
indigenous education system has been
practiced for centuries has to be
recalled by indigenous communities.
Indigenous
People
Indigenous People Have
Curriculum too

The indigenous people have a

sequence of content and
competencies to be taught based on
the stage of growth of the person.
indigenous education therefore has a
curriculum which varies depending
on the situation of the tribe
Indigenous
People
Indigenous Books and Knowledge storage
system

the elders are the repository of knowledge.

their memory is the library of the indigenous
communities
knowledge is also stored in songs, chants,
dance, rituals, and day to day activities of the
tribe
day to day living and cycle of life of the
community was the ultimate repository of
knowledge, for it was in living the knowledge
that its remembrance and storage were
ensured
another repository of knowledge is called
cellular memory (Ex. the competency, which
evolved through the centuries of making rice
terraces, of indigenous communities of the
cordillera mountains)
Indigenous
People
Evaluating Learning - Indigenous
Peoples have exam too

The elders see application of

knowledge as the test in itself, eight the
outcome being the indicator of degree
of knowledge gained. depending on the
tribe, there are indicators of mastery.
the part of the body hit by a trap. ex.
shows how skilful a mangy hunter is
making the trap. another indicator of
learning was the capacity to teach
others. some tribes have titles for
experts in their communities equivalent
to todays Masters and PhD degrees.
Indigenous
People
Teaching- Learning Strategies

Among tribes, there are some

common teaching strategies such as
Demonstration, Actual activity,
apprenticeship
Indigenous
People
The Key Concerns on Indigenous
Peoples Education

There is a need to consciously

affirm indigenous peoples sense
of personhood and reflection,
Learning indigenous competencies
does not necessarily translate into
a deep sense of indigenous
identity
indigenous communities recognise
the need to document IKSPs are
almost forgotten
Indigenous
People
Education
Policy actions
To provide access to quality
basic education
To ensure the preservation,
recognition, promotion and
protection of the rights of
indigenous peoples to
ancestral domain, cultural
identity and heritage
Objective:
The National IP Education
Policy
Framework operationalized
in all schools
Indigenous
People Education
Activities
Launching of the Philippines
Response to Indigenous
Peoples and Muslim
Education (PRIME)- a facility
for IP and ME
Conduct of implementation
planning activities for the
national, & regional clusters
Celebrating IP month in
October
Muslim

Relates to a person who follows

or practices the religion of Islam,
a monotheistic and
Abrahamic religion based on the
Quran. Muslims consider the
Quran to be the verbatim word
of God as revealed to the
Islamic prophet and messenger
Muhammad.
Muslim

Facts and Figures

140,570 Muslim
elementary and secondary
pupils are attending ALIVE
(Arabic Language and
Islamic Values Education)
in public schools
Muslim
MADRASAH EDUCATION
for Muslim Children

Policy action:
To provide acess to quality
education
To ensure the preservation,
recognition, promotion, and
protection of the rights of
Muslim learners to religious
identity and heritage
Objective:
Institutionalization of the
Madrasah Education Program at
all levels in basic education
Muslim
MADRASAH EDUCATION
for Muslim Children
Development of Madrasah
Currriculum for Kindergarten
(Tahderiyyah)
Implementation of the Madrasah
Curriculum in the elementary
level
Development of the Curriculum in
the secondary level
Professionalizing the Asatidz
through the Accelerated Teacher
Education Program now on its
fourth cycle
Muslim
MADRASAH EDUCATION
for Muslim Children
Development of Madrasah
Currriculum for Kindergarten
(Tahderiyyah)
Implementation of the Madrasah
Curriculum in the elementary
level
Development of the Curriculum in
the secondary level
Professionalizing the Asatidz
through the Accelerated Teacher
Education Program now on its
fourth cycle
Street
Children
Street children is a term for children
experiencing homelessness who are living
on the streets of a city, town, or village.
Homeless youth are often called street
kids and street youth; the definition of
street children is contested, but many
practitioners and policymakers use
UNICEFs concept of boys and girls, aged
under 18 years, for whom "the street"
(including unoccupied dwellings and
wasteland) has become home and/or their
source of livelihood, and who are
inadequately protected or supervised.[1]
Street girls are sometimes called
gamines,[2][3][4] a term that is also used for
Colombian street children of either sex.[5][6]
[7]
Street
Children
Facts and Figures
Street children are about
246, 000 thousand-
75% are children on the
streets;
25% are children of the
streets;
70 % are boys
Street
Children
Enhancing the
implementation of the
Kariton Klasrum project in
partnership with the Dynamic
Teen Company
Street educator, Efren
Penaflorida awarded by CNN
as Hero of the Year
Conducting stock-taking
activities in selected sites that
will implement the program
Child
Labourer
Child labour is work that deprives children of
their childhood, their potential and their dignity,
and that is harmful to physical and mental
development. In the Philippines, there are 2.1
million child labourers aged 5-17 years old
based on the 2011 Survey on Children of the
Philippine Statistics Authority (PSA). About 95
per cent of them are in hazardous work. Sixty-
nine per cent of these are aged 15-17 years old,
beyond the minimum allowable age for work but
still exposed to hazardous work.

Children work in farms and plantations, in

dangerous mines, on streets, in factories, and in
private homes as child domestic workers.
Agriculture remains to be the sector where most
child labourers can be found at 58 per cent.
Child
Labourer

Child Labour is work for

children that harms them
or exploits them in some
way e.g.
Physically
Mentally
morally or blocking access
to education
Child
Labourer
Causes
3rd world countrys total population
is living life below the poverty-line,
in which the people are deprived of
basic necessities of life like
clothing, shelter, food,education
and medication, the children of
these people will be forced to
become Labourers' or workers in
order to
survive.
Our people are not aware of the
importance of education. Class-
based education system is another
reason for increasing child Labour
as a result, child Labour is increase
in rural areas.
The government has not put its
laws into practice to stop child
Labour in our country thats why
child labour is increasing day by
day.
Child Abuse

Child abuse is when a parent

or caregiver, whether through
action or failing to act, causes
injury, death, emotional harm
or risk of serious harm to a
child. There are many forms
of child maltreatment,
including neglect, physical
abuse, sexual abuse,
exploitation and emotional
abuse.
Child Abuse

Types of Child Abuse

physical abuse
sexual abuse
emotional abuse
neglect
Child Abuse

Physical Abuse
Physical abuse is any non-accidental
injury to a child under the age of 18 by
a parent or caretaker. These injuries
may include beatings, shaking, burns,
human bites, strangulation, or
immersion in scalding water or others,
with resulting bruises and welts,
fractures, scars, burns, internal injuries
or any other injuries.
Child Abuse

Corporal Punishment
Corporal punishment of children ---
in the form of hitting, punching,
kicking or beating --- is socially and
legally accepted in most countries. In
many, it is a significant phenomenon
in schools and other institutions and
in penal systems for young
offenders.
Child Abuse
PSYCHOLOGICAL
MALTREATMENT
Definition

Psychological Neglect - the

consistent failure of a parent or
caretaker to provide a child with
appropriate support, attention, and
affection.

Psychological Abuse - a chronic

pattern of behaviors such as belittling,
humiliating, and ridiculing a child.
Child Abuse

Emotional Abuse
Emotional abuse includes the
failure of a caregiver to provide an
appropriate and supportive
environment, and includes acts that
have an adverse effect on the
emotional health and development
of a child.

Such acts include restricting a

childs movements, denigration,
ridicule, threats and intimidation,
discrimination, rejection and other
nonphysical forms of hostile
treatment.
Child Abuse

Neglect
Neglect refers to the failure of a
parent to provide for the
development of the child where
the parent is in a position to do so
in one or more of the following
areas: health, education, emotional
development, nutrition, shelter and
safe living conditions.

Neglect is thus distinguished from

circumstances of poverty in that
neglect can occur only in cases
where reasonable resources are
available to the family or caregiver.
Child Abuse

CHILD SEXUAL ABUSE

Definition

Child sexual abuse is the

exploitation of a child or
adolescent for the sexual
gratification of another
person.
Child Abuse

Three Major Components

of Child Abuse

Child
+
Care Giver
+
Stress
=
Child Abuse
Child Abuse

Role of Family in
Child Abuse
Protect
Suspect
Inspect
Collect
Respect