Classification of Exceptionalities(Children with Special Needs)

CLASSIFICATION OF
EXCEPTIONALITIES
Seminar in Special Education
“Every Child is Special”
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines
HRM Function Hall
August 18, 2012
MARIA MARTHA MANETTE APOSTOL MADRID, Ed.D.
Lecturer

CLASSIFICATION OF
EXCEPTIONALITIES
LICENSURE EXAMINATION FOR
TEACHERS(LET) REVIEW 2014
MARIA MARTHA MANETTE APOSTOL MADRID, Ed.D.
Lecturer

WHO NEEDS SPECIAL
EDUCATION?
Exceptional
People
Refer to individuals who differ
from:
Societal, and
Community standards of
normalcy.
Inclusive term that refers to
individuals with learning or
behavior problems, individuals
with physical and sensory
disabilities and those who are
intellectually gifted.
Differ from the norm either
below or above to such extent that
an individualized program of
special education is required to
meet their needs.

Gifted and/or Talented
Learning Disabilities
Communication
Disorders
Attention Deficient
Disorder (ADD) /Attention
Deficient Hyperactivity
Disorder ADHD)
Emotional Behavior
Disorder (EBD)
Schizophrenia
Hearing Impairment
Visual Impairment
,
Autism
Mental Retardation
Physical Disabilities
Health Impairments
Traumatic Brain
Injury(TBI)
Multiple Disabilities/
Severe

GIFTED AND TALENTED
intellectual,
creative,
artistic, or
leadership
capacity,
or in specific
academic fields
The term “gifted
and talented”,
means students,
children, or youth
who:
give evidence of
high achievement
capability in areas
such as:

GIFTED AND TALENTED
Children and
students who:
perform or show
potential for
performing at
remarkably high
levels of
accomplishment
when compared to
others of their
age, experience,
or environment.
and who need
services or
activities not
ordinarily
provided by the
school in order
to fully develop
those
capabilities.

Identifying Gifted Children
Intelligence Tests
Creativity Measures
Achievement Measures
Teacher Nomination
Gardner’s Theory of Multiple Intelligences and
Renzulli’s Three-Ring Concept of Giftedness are
used regularly to help classify students as gifted

Learning/Behavioral Characteristics:
Reasons well (good
thinker)
Learns rapidly
Has an excellent
memory
Is a keen observer
Has a long attention
span (if interested)
Perseverant in their
interests
Has a wide range of
interests
Has facility with
numbers

Learning/Behavioral Characteristics:
Has facility with
numbers
Good at jigsaw
puzzles
Has extensive
vocabulary
Early or avid reader
(if too young to read,
loves being read to)
Has a vivid imagination
Is highly creative
Tends to question
authority
Has high degree of
energy

Emotional & Social Characteristics:
Prefers older
companions or adults
Has a great sense of
humor
Concerned with
justice, fairness
Judgment mature for
age at times
Morally sensitive
Sensitive (feelings hurt
easily)
Has strong curiosity
Intense
Perfectionistic

GAGNE’S MODEL OF
GIFTEDNESS & TALENT

STRENGTH POSSIBLE PROBLEMS
Talks too much, talks
above the heads of his or
her age peers
Verbal skills
Long attention
span
Tunnel Vision; resists
interruption,
stubbornness, resists
duties
Acquires/retains
information easily
Inaccuracy, sloppiness,
impatient with others,
dislikes basic routine

Escape into fantasy,
rejection of norms, may
be seen as disruptive
Creativity,
inventiveness
Independent,
prefers
individualized work
Inability to accept help
from peers,
nonconformity, reliant on
self
Critical thinking
Critical of others,
perfectionism,
unreasonable standards
for self

Resistance to simple
solutions; constructs
complicated rules, bossy
Preference
for Complexity
Versatility Appears disorganized,
scattered, frustrated over
lack of time
Sensitive
Extreme sensitivity to
criticism or peer rejection

Factors that contribute to
Giftedness and Talent
 Heredity
 Statistical Probability: When parents have higher
than average intelligence.
 Behavioral development is affected significantly
by genes.
Environment – parents, families or peer group,
schools and communities influence the
development of giftedness.
Stimulation, opportunities, expectations,
demands and rewards for performance affect
children’s learning.

TREATMENT AND EDUCATION:
Educational Programs

Administration of Special
Education

Differentiated Curriculum
•Develop productive,
complex, abstract and/or
higher level of thinking
skills.
•Develop independent of
self-directed study skills
•Develop research skills and
methods.
•Encourage the
development of products
that challenge existing
ideals and produce “new”
ideas.
•Evaluate students
outcomes by suing
appropriate and specific
criteria through self-
appraisal, criterion
references and/or
standardized instruments.

LEARNING DISABILITIES
These disorders
are intrinsic to
the individual
and presumed
to be due to
central nervous
system
dysfunction.
A generic term that
refers to a
heterogeneous
group of disorders
manifested by
significant
difficulties in the
acquisition and use
of listening,
speaking, reading,
writing, reasoning
or mathematical
abilities.

COMMUNICATION DISORDER
Speech Disorder
Fluency disorder
Articulation disorder
Expressive language
receptive language
Language
Disorder
Voice disorder

Speech Disorder: Characteristics
Difficulties producing speech sound or
problem with voice quality
Interruption in the flow or rhythm of speech
such as stuttering
Problems with the way sound are formed
called articulation and phonology
Have trouble using some speech sounds,
like
“l” or “r”

Speech Disorders:
Categories
Apraxia
Dysarthria
Stuttering
Voice
Orofacial Myofunctional
Disorder
Speech Sound Disorder

Children with CAS have
problems saying
sounds, syllables, and
words. This is not
because of muscle
weakness or paralysis.
The brain has
problems planning to
move the body parts
such as lip, jaw and
tongue
Aphraxia
People with apraxia of
speech have trouble
sequencing the
sounds in syllables
and words. The
severity depends on
the nature of the brain
damage.

A motor speech
disorder. The muscles
of the mouth, face, and
respiratory system may
become weak, move
slowly, or not move at
all after a stroke or
other brain injury. The
type and severity of
dysarthria depend on
which area of the
nervous system is
affected.
Dysarthria
Some causes of
dysarthria include
stroke, head injury,
cerebral palsy,
and muscular
dystrophy. Both
children and adults can
have dysarthria.

With OMD, the tongue moves forward
in an exaggerated way during speech
and/or swallowing. The tongue
may lie too far forward during rest or
may protrude between the upper and
lower teeth during speech and
swallowing, and at rest.
Orofacial Myofunctional
Disorder

Articulation Disorder
Making a “w” sound for
an “r” sound
e.g., “wabbit” for
“rabbit”
Leaving sound out of
words
e.g., “nana” for
“banana”
Speech Voice
Disorder
Phonology Process
Approach
Substituting all sound
made in the back of the
mouth like “k” and “g”
Substituting all sound
made in the front of
the mouth like “t” and
“d”
e.g., “tup” for “cup”
“das” for “gas”

A motor speech
disorder. The muscles
of the mouth, face, and
respiratory system may
become weak, move
slowly, or not move at
all after a stroke or
other brain injury. The
type and severity of
dysarthria depend on
which area of the
nervous system is
affected.
Stuttering
Some causes of
dysarthria include
stroke, head injury,
cerebral palsy,
and muscular
dystrophy. Both
children and adults can
have dysarthria.

Language Disorder: Characteristics
Improper use of words and their meanings
Inability to express ideas
Inappropriate grammatical pattern
Reduced vocabulary and inability to follow
direction
Can hear or see a word but not be able to
understand its meaning

Language Disorders:
Categories
Aphasia
Language Based
Learning Disabilities
Preschool Language
Disorder

A disorder that results
from damage to the
parts of the brain that
contain language.
Aphasia causes
problems with any or
all of the following:
speaking, listening,
reading, and writing.
Aphasia
Damage to the left side
of the brain causes
aphasia.
Individuals who
experience damage to
the right side of the brain
may have additional
difficulties beyond
speech and language.
Individuals with aphasia
may also have other
problems, such
as dysarthria, apraxia,
or swallowing problems

Language-based
learning disabilities
are problems with
age-appropriate
reading, spelling,
and/or writing.
Language Based
Learning Difficulties
This disorder is not
about how smart a
person is. Most
people diagnosed
with learning
disabilities have
average to superior
intelligence.

Pre-school
Language Disorders
 Preschool children (3 to 5 years old) with
language disorders may have trouble;
understanding and talking.
receptive language expressive language

Attention Deficit Hyperactivity
Disorder (ADHD)/
You may know it by
the name attention
deficit disorder, or
ADD.
ADD/ADHD makes it
difficult for people to
inhibit their
spontaneous
responses—responses
that can involve
everything from
movement to speech
to attentiveness.
A developmental
disorder. It is
characterized
primarily by "the co-
existence of
attentional problems
and hyperactivity,
with each behavior
occurring
infrequently alone"
and symptoms
starting before seven
years of age

The Three Primary Characteristics
of ADD / ADHD
 The three primary
characteristics of ADD/ADHD
are inattention, hyperactivity,
and impulsivity. The signs and
symptoms a child with
attention deficit disorder has
depends on which
characteristics predominate.

Inattentive signs and symptoms of
ADD/ADHD
 It isn’t that children with
ADD/ADHD can’t pay attention:
when they’re doing things they
enjoy or hearing about topics in
which they’re interested, they
have no trouble focusing and
staying on task. But when the
task is repetitive or boring, they
quickly tune out.

Symptoms of inattention in children:
Doesn’t pay attention to details
Makes careless mistakes
Has trouble staying focused; is
easily distracted
Appears not to listen when
spoken to
Has difficulty remembering things
and following instructions

 Has trouble staying organized,
planning ahead, and finishing
projects
 Gets bored with a task before
it’s completed
 Frequently loses or misplaces
homework, books, toys, or
other items

Hyperactive signs and symptoms of
ADD/ADHD
 The most obvious sign of ADD/ADHD is
hyperactivity. While many children are
naturally quite active, kids with
hyperactive symptoms of attention
deficit disorder are always moving.
 They may try to do several things at
once, bouncing around from one activity
to the next. Even when forced to sit still
which can be very difficult for them their
foot is tapping, their leg is shaking, or
their fingers are drumming.

Symptoms of hyperactivity in children
 Constantly fidgets and squirms
 Often leaves his or her seat in situations
where sitting quietly is expected
 Moves around constantly, often runs or
climbs inappropriately
 Talks excessively
 Has difficulty playing quietly or relaxing
 Is always “on the go,” as if driven by a
motor
 May have a quick temper or a “short fuse”

Impulsive signs and symptoms of
ADD/ADHD
 The impulsivity of children with ADD/ADHD can
cause problems with self-control. Because they
censor themselves less than other kids do, they’ll
interrupt conversations, invade other people’s
space, ask irrelevant questions in class, make
tactless observations, and ask overly personal
questions.
 Instructions like “Be patient” and “Just wait a little
while” are twice as hard for children with
ADD/ADHD to follow as they are for other
youngsters.
 Children with impulsive signs and symptoms of
ADD/ADHD also tend to be moody and to
overreact emotionally. As a result, others may
start to view the child as disrespectful, weird, or
needy.

Symptoms of impulsivity in children:
 Acts without thinking
 Blurts out answers in class without waiting
to be called on or hear the whole question
 Can’t wait for his or her turn in line or in
games
 Says the wrong thing at the wrong time
 Often interrupts others
 Intrudes on other people’s conversations or
games
 Guesses, rather than taking time to solve a
problem

EMOTIONAL BEHAVIOR DISORDER (EBD)
(A). An inability to learn
which 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
A TERM ASSOCIATED TO EMOTIONAL
DISTURBANCE
(D). A general
pervasive mood of
unhappiness or
depression
(E). A tendency to
develop physical
symptoms or fears
associated with
personal or school
problems
Note: Emotional
disturbance includes
schizophrenia.

CLASSIFICATION OF EBD
 Diagnostic and Statistical Manual of
Mental Disorders IV- (DSM IV)
 Quay’s Statistical Classification
 Direct Observation and Measurement
 Degree of Severity
Taylor/Smiley/Richards,
Exceptional Students

1. Diagnostic and Statistical Manual of
Mental Disorders IV- (DSM IV)
- an elaborate clinical
classification system consisting of
230 separate diagnostic
categories or labels to identify the
various types of disordered
behavior as observed by
psychiatrists, psychologists,
mental health personnel and
other clinicians.

Three Criteria in Determining
the Presence of EBD(APA)
 The person experiences significant pain
or distress, an inability to work or play,
an increase risk of death or loss of
freedom in important areas of life.
 The source of the problem lies within the
person.
 The problem is not a deliberately
reaction to conditions such a poverty,
prejudice, government policy or other
conflicts with society.

2. Quay’s Statistical
Classification
Four Cluster of Traits and Behaviors
a. Conduct disorder- is characterized by
disobedience, being disruptive,
getting into fights, being bossy and
temper tantrums.
b. Anxiety withdrawal- (anxiety
disorder) is manifested by social
withdrawal, anxiety, depression,
feelings of inferiority, guilt, shyness
and unhappiness.

c. Immaturity- shows in short attention
span, extreme passivity, daydreaming,
presence of younger playmates and
clumsiness.
d. Socialized aggression- is marked by
truancy, gang membership, theft, and
a feeling of pride and belonging to a
delinquent subculture.

3. Direct Observation and
Measurement
a. Frequency- indicates the rate at
which the behaviors occur and how
often a particular behavior is
performed.
b. Duration- is a measure of the length
and amount of time a child exhibits
the disordered behaviors
c. Topography- refers to the physical
shape or form of behavior.

d. Magnitude- refers to the intensity of
the displayed behavior.
e. Stimulus control- refers to the
inability to select an appropriate
response to stimulus.

4. Degree of Severity
Studies conducted by Olson,
Algozzine and Schmid (1980, cited in
Heward, 2003) indicate that emotional
and behavioral disorders can be
classified as mild and severe.

What are Possible Characteristics of
Persons with EBD?
 They vary
 Aggressive and
Violent Behavior
 Differ in males and
females
 Differ across age
 Related to ethnicity
 Externalizing
behaviors
 Hitting, fighting
 Internalizing
behaviors
 Anxiety, withdrawal
 Schizophrenia
 Typically score in the
low average range of
intelligence
 Language deficits
 ODD
 Delinquency

Schizophrenia
What is Schizophrenia?
A brain disorder that affects the way a person
acts, thinks, and sees the world.
 People with schizophrenia have an altered
perception of reality, often a significant loss of
contact with reality.
 They may see or hear things that don’t exist, speak
in strange or confusing ways, believe that others
are trying to harm them, or feel like they’re being
constantly watched.
 With such a blurred line between the real and the
imaginary, schizophrenia makes it difficult—even
frightening—to negotiate the activities of daily
life.
 In response, people with schizophrenia may
withdraw from the outside world or act out in
confusion and fear.

 Social withdrawal
 Hostility or suspiciousness
 Deterioration of personal hygiene
 Inability to cry or express joy
 Inappropriate laughter or crying
 Depression
 Oversleeping or insomnia
 Forgetful; unable to concentrate
 Strange use of words or way of speaking
Signs and symptoms of
Schizophrenia

Types of Schizophrenia
 There are three major subtypes
of schizophrenia, each classified
by their most prominent
symptom:
1. paranoid schizophrenia
2. disorganized schizophrenia
3. catatonic schizophrenia

HEARING IMPAIRMENT
A generic term including both deaf
and hard of hearing which refers to
persons with any type or degree of
hearing loss that causes difficulty
working in a traditional way.

DEAF
The term deaf is
used to describe
people with
profound hearing
loss such that they
cannot benefit
from amplification.
HARD OF
HEARING
Is used for those
with mild to severe
hearing loss but
who can benefit
from amplification.

Types of Hearing
Impairment
Conductive hearing
loss
Sensorineural hearing
loss
A mixed hearing loss
A central hearing loss

Conductive
Hearing Loss
affecting the
conduction
pathways for
sound to reach the
inner ear
Sensorineural
Hearing loss
from damage to
the delicate
sensory hair cells
of the inner ear or
the nerves which
supply it.

Mixed Hearing
Loss
refers to a
combination of
conductive and
sensorineural loss
Central Hearing
Loss
results from
damage or
impairment to the
nerves or nuclei of
the central
nervous system,
either in the
pathways to the
brain or in the
brain itself.

Degree of Hearing Loss
Normal
Mild Loss
Moderate Loss
Moderately Severe
Severe Loss
Profound Loss

VISUAL IMPAIRMENT
is vision loss (of a person) to such a
degree as to qualify as an additional
support need through a significant
limitation of visual capability resulting
from either disease, trauma, or
congenital or degenerative conditions
that cannot be corrected by
conventional means, such as refractive
correction, medication, or surgery.

CLASSIFICATION OF VISUAL IMPAIRED
•They use a combination of vision and other senses to
learn, although they may require adaptations in lighting
or the size of print, and, sometimes, Braille.
•Low vision generally refers to a severe visual
impairment, not necessarily limited to distance
vision. Low vision applies to all individuals with sight
who are unable to read the newspaper at a normal
viewing distance, even with the aid of eyeglasses or
contact lenses.

CLASSIFICATION OF VISUAL IMPAIRED
•Totally blind students learn via Braille or
other non-visual media.
•Legally blind indicates that a person has less
than 20/200 vision in the better eye after best
correction (contact lenses or glasses), or a field
of vision of less than 20 degrees in the better
eye; and

Indicators of Visual Impaired
Physical Appearance
• Obvious abnormalities in the shape or
structure of the eye
• Drooping eyelids
• Red eyes or eyelids
• Persistent tearing
• Unusual eye movements (jerky eye
movements, eye turn, crossed eyes, eyes not
working together, etc.)

• Holds items close to eyes
• Inattentive, loses interest and
has low frustration level
• Depth perception issues
(may include difficulty with stairs, curbs, etc.)
• Difficulty Reading
• Loses place, skips words, letters or lines
• Uses finger to keep place in text
• Covers one eye while reading
• Often guesses words

• Skews face while reading
• Skipping and/or missing punctuation marks
• Holds book close to eyes
• Has problems with print size and/or
complexity of the page
• Has difficulty learning colors
• Has difficulty seeing at night
• Has difficulty seeing the blackboard,
movies or television

AUTISM
A lifelong disorder of neural
development characterized by
impaired social interaction and
communication by restricted and
repetitive behavior. (TRIAD OF
AUTISM)

INDICATORS OF AUTISM
Physical Health
Is generally
healthy
Is generally
good-looking
Is a picky-
eater, tends to
smell
food/object and
put things in
the mouth
Exhibits
disturbed
sleeping
patterns
Does not seek
attention when
hurt; has high
pain threshold;
unable to
localize pain

Gross Motor
Walks on tiptoe
especially during
early years
Is hyperactive,
disinhibited
Is fats and string
and does not tire
easily
Is well-balanced,
generally
coordinated but
lacks impulse
control
Body rocking,
hand wiggling,
whirling, ritual of
walking to and fro
Tendency to get
attracted to spin
round/whirling
objects, touching
surfaces/edges,
arranging/
aligning objects
precisely/
repetitively

Psychosocial
Exhibits
limited/fleeting
eye contact
Is aloof,
passive, prefers
solitary
activities to
group activities
Manifests
inappropriate
emotional
responses
Demonstrates
unusual fears
Is socially
immature and
handicapped
Is maladaptive
to changes in
food, clothes,
routine, routes
or arrangements
of things
Tends to be
self-injurious

Self-Help
Is delayed in
performing
eating, dressing
and grooming
tasks
Is unable to
assume age-
appropriate
responsibilities
Language
Shows deficit in
the use of
language
Under-reacts to
language and
visuals
Under-reacts or
overreacts to
sounds
Demonstrates
rote learning

Language
Exhibits
pronouns
reversals
Is echolalic
Exhibits
inappropriate
recall of
experiences
Is delayed in
overall
intellectual
responses’
Is delayed in
language-
conceptual
abilities-
reasoning,
inferential
thinking,
problem-solving,
deductive and
inductive
thinking, etc.

Is there a cure for autism?
There is no definite cure, but behavior
can be managed through:
Non-standard
Learning
Pharmacology
Community Programs
Behavior Modification
Special education
Government awareness
program

MENTAL RETARDATION(MR)
Significantly subaverage general
intellectual functioning resulting in
or associated with concurrent
impairments in adaptive behavior
and manifested during the
developmental period

Is defined as an IQ of 70 or
below but permits clinical
judgment to extend this as far
as 75
Significantly
subaverage
General intellectual
functioning
Means one’s ability to reason, to
understand the consequence of
ones actions, to make
generalizations, to deal with
abstractions, and other related
abilities thought to reflect
“intelligence”
I
Impairments in
adaptive behavior
Means the degree to which an
individual meets “the standards of
maturation, learning, personal
independence and/or social
responsibility expected for his or
her age level and cultural group.
Development period Means the time between
conception and 18th birthday

Educational and
Classification
Educable
mentally
retarded
(EMR)
IQ range usually from 50 to 70-
75
With appropriate educational
opportunities, a child can learn
academic skills, can maintain
themselves independently in the
community; however may require
minimal assistance
Mild mentally retarded

Educational and
Classification
Trainable
mentally
retarded
(TMR)
IQ range usually from 35-40 to
50-55
Will be limited in achievement of
academic skills
Can earn to function successfully
in some work settings with
supervision
May require continued assistance
and supervision throughout life
Moderate level of mental
retardation

Educational and
Classification
Severe to
Profound
Severe: IQ range fro 20-25 to
35-40
Profound: IQ below 20-25
Will require supervision and
assistance in almost all aspects of
daily living
Dependent status

Educational Considerations
Mild MR
Inclusion program
Functional academics
Community based instruction,
Functional activities
Age appropriate curriculum and
materials, IEP, Behavioral therapy
Moderate to
Severe
Reading readiness
Integrated therapy, Interaction with
non-disabled students
Family involvement, Task analysis,
Alternative program

Inclusion
an approach to educating
students with special
educational needs.
Under the inclusion model,
students with special needs
spend most or all of their time
with non-disabled students.

Mainstreaming
student attends some general
education classes, typically
for less than half the day, and
often for less academically
rigorous classes.
For example, a young student
with significant intellectual
disabilities might be
mainstreamed for physical
education classes, art classes
and storybook time, but
spend reading and
mathematics classes with
other students that have
similar disabilities.
They may have access to a
resource room for
remediation of course
content.

Physical
Disabilities
and Health
Impairments
Physical Disability – a condition
that interferes with the child’s
ability to use his/her body
Health Impairment -condition
that requires ongoing medical
attention
Orthopedic Impairment-
conditions of the muscular or
skeletal system and sometimes to
physically disabling conditions of
the nervous system

Reference/s
Cook, Ruth, Annette Tessier, and Virginia
Armruster. Adapting Early Childhood
Curricula for Children with Special Needs,
2nd ed. Columbus, OH: Charles E. Merrill,
1987.
Driscoll, Amy and Nagel Nancy G. Early
Childhood Education. USA: Pearson, 2005.
Inciong, Teresita G., Quijano, Yolanda S. and
Capulong, Yolanda T. Introduction to
Special Education. Manila, Philippines: Rex
Bookstore, 2007.
Shea, Thomas A. and Bauer, Anne Marie.
Special Education. A Social Systems
Perspective. USA: Brown and Benchmark
Publishers, 1997.
Introduction to Special Education. Lecture
Compilation of Prof. Maria Salus A.
Mercado(T.Ricci). University of the
Philippines, College of Education (Special
Education Area).

Classification of Exceptionalities(Children with Special Needs)

Classification of Exceptionalities(Children with Special Needs)

More Related Content

What's hot

Similar to Classification of Exceptionalities(Children with Special Needs)

More from maria martha manette madrid

Recently uploaded

In this document

Classification of Exceptionalities(Children with Special Needs)