Inclusivity and Learning Disabilities

@slidesgo | @diannecaseros
INCLUSIVITY

 Review the learning disability and exceptionalities topic;
 Share insights about inclusivity and;
 Make a short reflection of our lesson today.
OBJECTIVES:

- the quality of trying to include many different types of people
and treat them all fairly and equally.
- Including and embracing people from various backgrounds.
- Refers to providing courses, programs, services and
activities that offer all learners the same opportunities and
experiences
WHAT IS INCLUSIVITY?

LEARNING DISABILITY
AND EXCEPTIONALITY

“Success is no accident. It is
hard work, perseverance,
learning, studying, sacrifice and
most of all, love of what you
are doing or learning to do. “
—Pele

LEARNING DISABILITY VS. EXCEPTIONALITY
LEARNING
DISABILITY
Learning disabilities are
problems that affect brain’s
ability to receive, process,
analyze, or store information.
These problems can make it
difficult for a student to learn
as quickly as someone who
isn’t affected by learning
disabilities.
EXCEPTIONALITY
In Special Education, this term
refers to an individual or a child
who has an exceptionality or has
some area of functioning that is
considered “significantly different”
from an established norm. This
definition also includes both
students with disabilities and
those with special gifts or talents.

NATURE AND CAUSES OF
LEARNING DISABILITY
01
02
03
HEREDITARY
PROBLEMS DURING PREGNANCY AND BIRTH
ACCIDENT AFTER BIRTH
Learning disabilities often run in the family.
Children with learning disabilities are likely to have
parents or other relatives with difficulties.
Learning disabilities can result from anomalies in the
developing brain, illness or injury, fetal exposure to
alcohol or drugs, low birth weight, oxygen
deprivation, or by premature or prolonged labor.
Learning disabilities can also be caused by head
injuries, malnutrition, or by toxic exposure (such as
heavy metals or pesticides)

TYPES OF LEARNING
DISABILITIES

DYSLEXIA
Dyslexia is a learning disorder that
involves difficulty in reading due to
problems identifying speech sounds and
learning how they relate to letters and
words (decoding). Also called reading
disability, dyslexia affects areas of the
brain that process language.

DYSGRAPHIA
Dysgraphia is a neurological disorder of
written expression that impairs writing
ability and fine motor skills. It is a learning
disability that affects children and adults,
and interferes with practically all aspects
of the writing process, including spelling,
legibility, word spacing and sizing, and
expression.

DYSCALCULIA
Dyscalculia is a math learning
disability that impairs an
individual’s ability to learn
number-related concepts,
perform accurate math
calculations, reason and problem
solve, and perform other basic
math skills. Dyscalculia is
sometimes called “number
dyslexia” or “math dyslexia.”

DYSPRAXIA
Dyspraxia is a neurological disorder
that impacts an individual’s ability to
plan and process motor tasks.
Individuals with dyspraxia often have
language problems, and sometimes a
degree of difficulty with thought and
perception. Dyspraxia, however, does
not affect the person’s intelligence,
although it can cause learning
problems in children.

13 LEGAL
CATEGORIES
FOR
EXCEPTIONALITIES
By Individuals with Disabilities Education
Act (IDEA)

AUTISM
DEAFNESS
INTELLECTUAL
DISABILITY
DEAF-
BLINDNESS
EMOTIONAL
DISTURBANCE
01 02 03 04 05

HEARING
IMPAIRMENT
ORTHOPEDIC
IMPAIRMENT
SPECIFIC
LEARNING
DISABILITY
MULTIPLE
DISABILITES
OTHER
HEALTH
IMPAIRMENT
06 07 08 09 10

TRAUMATIC
BRAIN
INJURY
SPEECH OR
LANGUAGE
IMPAIRMENT
VISUAL
IMPAIRMENT
11 12 13

 Autism Spectrum Disorder (ASD) is a
condition that impacts a child’s
development in two core areas:
(1) social communication and social
interaction and;
(2) restricted, repetitive patterns of
behavior and interests.
.
01. THE AUTISM

 Signs of social deficits:
 aversion to displays of affection
 preference for solitary play
01. THE AUTISM
 For children ages 3 and under:
 failure to respond to their own
name is a red flag
 disinterest in giving, sharing,
 or showing objects of interest
 For older children:
 difficulty carrying on a reciprocal
conversation
 lack of eye contact
 difficulty using and reading body
language

 Key behavioral signs:
 performance of repetitive actions and rituals
 fixation on minute details to the point of distraction
01. THE AUTISM
 For children ages 3 and under:
 ordering toys instead of playing
with them
 For older children:
 the repetitive behavior can
manifest as a consuming
interest in a specific topic or
object

is a condition in which the
combination of hearing and visual
losses in children and youth cause
“such severe communication
and other developmental and
educational needs that they
cannot be accommodated in
special education programs
solely for children with deafness
or children with blindness" [34
CFR 300.8(c)(2)]
02. THE DEAF-BLINDNESS

IDEA defines emotional
disturbance as follows:
“…a condition exhibiting one or
more of the following
characteristics over a long
period of time and to a marked
degree that adversely affects a
child’s educational
performance:
03. THE EMOTIONAL
DISTURBANCE

(A) An inability to learn that cannot be explained by
intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal
circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears
associated with personal or school problems.”
03. THE EMOTIONAL
DISTURBANCE
As defined by IDEA,
emotional disturbance
includes schizophrenia but
does not apply to children
who are socially
maladjusted, unless it is
determined that they have
an emotional disturbance.

A hearing impairment that is
so severe that the child is
impaired in processing
linguistic information
through hearing; with or
without amplification that
adversely affects a child’s
educational performance.
04. THE DEAFNESS

Intellectual Disability (ID), once called mental
retardation, is characterized by below-average
intelligence or mental ability and a lack of skills
necessary for day-to-day living. People with intellectual
disabilities can and do learn new skills, but they learn
them more slowly. There are varying degrees of
intellectual disability, from mild to profound.
05. THE INTELLECTUAL
DISABILITY

An impairment in hearing, whether
permanent or fluctuating, that
adversely affects a child’s
educational performance but that
is not included under the definition
of deafness.
06. THE HEARING
IMPAIRMENT

According to the Individuals with Disabilities Education Act’s (IDEA), multiple
disabilities refers to “concomitant [simultaneous] impairments (such as
intellectual disability-blindness, intellectual disability-orthopedic impairment,
etc.), the combination of which causes such severe educational needs that
they cannot be accommodated in a special education program solely for one
of the impairments. The term does not include deaf-blindness.”
07. THE MULTIPLE
DISABILITIES

● An orthopedic impairment is defined as a bone-, joint-, or
muscle-related disability that is so severe that it negatively
affects a child’s educational performance.
● The causes of orthopedic impairment range from genetic
abnormalities (such as those that cause a missing arm or leg) to
disorders like cerebral palsy, as well as other issues.
● Sometimes orthopedic impairments are called physical
disabilities or included in the category of "other health
impairments."
08. THE ORTHOPEDIC
IMPAIRMENT

An umbrella term, “other health impairment” (OHI) encompasses a range of
conditions. The Individuals with Disabilities Education Act (IDEA) names several
such disorders in OHI’s official definition: “having limited strength, vitality, or
alertness, including a heightened alertness to environmental stimuli, that results in
limited alertness with respect to the educational environment, that— (a) is due to
chronic or acute health problems such as asthma, attention deficit disorder or
attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis [a kidney disorder], rheumatic fever,
sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child’s
educational performance.”
09. OTHER HEALTH
IMPAIRMENT

The Individuals with Disabilities Education Act (IDEA) defines a specific
learning disability as “a disorder in one or more of the basic
psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or to do mathematical
calculations.” This disability category includes such conditions as
perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia and developmental aphasia (a type of language disorder).
10. THE SPECIFIC
LEARNING DISABILITY

However, as IDEA’s definition notes, “Specific Learning Disability DOES NOT
include learning problems that are primarily the result of visual, hearing, or
motor disabilities; of intellectual disability; of emotional disturbance; or of
environmental, cultural, or economic disadvantage.” This clause helps to
distinguish learning disabilities from the other disability categories specified by IDEA.
Specific Learning Disabilities (SLD) is by far the largest category of disability
within the Individuals for Disabilities Education Act. Nearly half of all disabled
children are labeled in the category of SLD.
10. THE SPECIFIC
LEARNING DISABILITY

The Individuals with Disabilities Education
Act (IDEA) officially defines speech and
language impairments as “a
communication disorder such as
stuttering, impaired articulation, a
language impairment, or a voice
impairment that adversely affects a
child’s educational performance.”
11. THE SPEECH OR
LANGUAGE IMPAIRMENT

Each point within this official definition represents a speech and language
subcategory. “A communication disorder such as stuttering” provides an
example of a fluency disorder; other fluency issues include unusual word
repetition and hesitant speech. “Impaired articulation” indicates
impairments in which a child experiences challenges in pronouncing
specific sounds. “A language impairment” can entail difficulty
comprehending words properly, expressing oneself and listening to
others. Finally, “a voice impairment” involves difficulty voicing words; for
instance, throat issues may cause an abnormally soft voice.
11. THE SPEECH OR
LANGUAGE IMPAIRMENT

The Individuals with Disabilities Education Act
(IDEA) outlines the conditions that fall within
this classification, formally defining Traumatic
Brain Injury (TBI) as “an acquired injury to
the brain caused by an external physical
force, resulting in total or partial functional
disability or psychosocial impairment, or
both, that adversely affects a child’s
educational performance.”
12. THE TRAUMATIC
BRAIN INJURY

Regulations implementing IDEA (2004)
define visual impairment including
blindness as “an impairment in vision
that, even with correction, adversely
affects a child’s educational
performance. The term includes both
partial sight and blindness” (34 C.F.R. §
300.8(c) (13))
13. THE VISUAL
IMPAIRMENT

THANK YOU!!

● https://childmind.org/guide/guide-to-autism-
spectrum-disorder
● https://www.nationaldb.org/info-center/deaf-
blindness-overview/#what-is-deaf-blindness
● https://www.specialeducationguide.com/disa
bility-profiles/speech-and-language-
impairments/#:~:text=The%20Individuals%20
with%20Disabilities%20Education,Each%20poi
nt%20within%20this%20official
 https://www.specialeducationguide.com/disa
bility-profiles/multiple-disabilities/
 https://www.verywellfamily.com/what-is-
orthopedic-impairment-2162506
bility-profiles/other-health-impairment/
bility-profiles/specific-learning-disabilities/
● https://www.specialeducationguide.com/disability-
profiles/traumatic-brain-injury
LIST OF
REFERENCES

Inclusivity and Learning Disabilities

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