SPED LET Review 2013.

1. SPECIAL
EDUCATION
DR. ADELAILA J. LEAÑO

2. Special Education
• defined as individually planned, systematically
implemented and carefully evaluated instruction to
help exceptional children achieve the greatest possible
personal self-sufficiency and success in present and
future functioning.
• Other Classes of exceptional learners:
disabled, handicapped, impaired and
special.

3. • Disability – is defined as the capacity to undertake
work in the presence of impairment.
• Handicapped – pertains to the social reaction that
the impairment generates from the so-called normal
group of the general public.
• Impairment – refers to a measurable psychological
and functional loss of capability in comparison with the
normal range of variance among the population.

4. LEGAL BASES / Points of View about Special Education
• Special Education is a legislatively governed enterprise. (Bases:
Article XIV, Sections 1 and 5, Article XIII, Section 11 of 1987
Constitution; RA 7277 or Magna Carta for Disabled Persons)
• Special Education is a part of the country’s educational system.
(Inclusive Education)
• Special Education is teaching children and youth with special
needs to the Least Restrictive Environment (LRE).
• Special Education is purposeful intervention. (Early
Intervention)

5. Vision for Children with Special Needs
By the 21st century, it is envisioned that the special child
• could be adequately provided with basic education.
• more importantly, he/she is God-loving and proud of being
a Filipino.
• will get full parental and community support for his/her
education without discrimination of any kind
• should be provided with a healthy environment along with
leisure and recreation and social security measures.

6. Policy on Inclusive Education for All
• Inclusive Education form an integral component of
the overall educational system that is committed to
an appropriate education for all children and
youth with special needs

7. Goals of SPED Program of the DepED
The pronged goals include:
• The development of key strategies on legislation,’
• human resource development
• family involvement and
• active participation of government and non-governmental
organizations
• To address major issues:
a. Attitudinal barriers of the general public
b. Effort towards institutionalization and
sustainability of SPED programs and services.

8. Special Education Aims
• provide a flexible and individualized support system for children and
youth with special needs in a regular class environment in schools nearest
the student’s home.
• provide support services, vocational programs and work training,
employment opportunities for efficient community participation and
independent living.
• implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocation training
or preparation for college.
• make available an array of educational programs and services

9. RANGE OF SPECIAL EDUCATION PROGRAMS
AND SERVICES
• Special Education Center - is a service delivery system
which operates on the “school within the school concept”.
– Principal – administers the Center following the rules and
regulations for a regular school
– The SPED teacher – manages special or self-contained class,
mainstreaming, tutorial and mentoring resource room services,
assessment, parent education, guidance and counseling and advocacy
programs to promote the education of children with special needs in
regular schools.

10. • Special Class or Self-contained class –. A special class is
composed of pupils with the same exceptionality or disability.
• Integration and Mainstreaming Programs – have
allowed children and youth with disabilities to study in regular classes
and learn side by side with their peers. Integration was the term used
earlier.
*Partial *Full
• Special Day School – serves one or more types of disabilities.
• Residential School - provide both special education
and dormitory services for its students.

11. WHAT IS INCLUSIVE EDUCATION
• Inclusion describes the process by which a school accepts
children with special needs for enrolment in regular classes
where they can learn side with their peers.
• What are the salient features of
Inclusive Education?
• Inclusion –
–means implementing and maintaining warm and accepting
classroom communities that embrace and respect diversity of
differences.
–Implements multi-level, multimodality curriculum.

12. –Prepares regular teachers and special education
teachers to teach interactively.
–Provides continuous support for teachers to break
down barriers of professional isolation.
– Inclusion involves parents, families and significant
others in planning meaningful ways for students
with special needs to learn in regular class with their
normal peers.

13. SUPPORT SERVICES FOR CHILDREN WITH SPECIAL NEEDS
SPED Programs can implement only the screening and informal
assessment to have the child enroll as early as possible.
• Referral Services – are solicited from medical and clinical
specialists.
– Clinical Psychologist, School Psychologist,
Psychometrician – for psychological testing.
– Medical Doctor and Dentist
– Ophthalmolopgist – for those with blindness and low vision
– Otologist or Otolaryngologist – hearing loss, deafness,
language and speech disorders.

14. – Neurologist and Child Psychiatrist – mental
retardation, learning disabilities and emotional-behavioral
disorders
– Speech therapist – language and speech problem
– Physical and Occupational therapist – with physical
disabilities
– Interpreter for Deaf – who communicates verbal activities
to deaf children through speech reading, sign language and
gestures.
– Orientation and Mobility Instructor – teaches
independent travel techniques to blind children

15. • Assistive Technology – are specialized instructional and
learning materials and equipment that enable children with
special needs to function efficiently.
– For Blind Students – Braille writer, Braille slate and stylus,
Braille books, Braille watch, Braille ruler and tape measure, Braille
calculator, arithmetic slate, computer with voice synthesizer, embossed
materials, manipulative materials, talking books, tape recorder, Braille
paper
– For Low Vision students – large print books, sign language
book, large print type writer, magnifying lenses, Grade I lined pad
paper.

16. –For Deaf Students – individual hearing aid, sign
language book, speech kit, wall mirror, speech trainer,
group hearing aid.
–For children with Mental Retardation –
teacher-made materials specific to the Individual
Educational Plan (IEP) on the functional curriculum and
adaptive behavior skills
–For children with Physical Disabilities –
mobility devices such as wheelchair, braces and splints,
adjustable desk, table and chair, communication aids for
clear speech, adapted computer system.

17. TYPES OF EXCEPTIONALITIES
• GIFTEDNESS AND TALENT
• Giftedness. Individuals who have considerable high IQ and
are capable of high performance and demonstrate potential
ability in any of the following six areas:
– General intellectual ability,
– specific academic aptitude,
– creative or productive thinking,
– leadership ability
– ability in the visual or performing arts, and
– psychomotor ability

18. • Talented. Individuals who excel in one or more specific areas
of endeavor, drama, art, music, leadership, math, literature, etc.
• Basic Concepts on Giftedness and Talent
The following are the basic characteristics:
– Intense curiosity
– Fascination with words and ideas
– Perfectionism
– Need for precision
– Learning in great intuitive leaps
– Intense need for mental stimulation

19. • The following are the learning characteristics:
–Acquisition and retention of knowledge
–Exceptional user of knowledge in the application
and comprehension of knowledge
–Exceptional generator of knowledge (individual and
creative attitudes
–Exceptional attitudes (individual motivational
attributes)

20. • Other types of learners include:
– Average or Normal Learners - have the ability to excel; with an
I.Q. of 90-110.
– Superior or Bright Learners – Intelligent; critical thinker;
observant; open-minded; creative; fast learner; sensitive to his
environment;
– Slow learners –easy to give-up; limited reasoning power; attention
seeker; slow in vocabulary and with I.Q. of 76-89.
– Over achievers –perform above the potential indicated by the I.Q.
or mental ability.
– Underachievers – Have good intellectual abilities but who do not
perform well for some factors like daydreaming; poor motivation,
disorganized family problem,

21. • Assessment of Gifted and Talented
Children – Pre-referral intervention, multi-
factored evaluation, curriculum compacting,
enrichment, acceleration and self-contained class.
– Multi-factored Evaluation
–Acceleration Curriculum Compacting
–Horizontal Enrichment
–Vertical Enrichment
–Self-contained Class

22. 2. MENTAL RETARDATION
• MENTAL RETARDATION – refers to substantial
limitations in present functioning. It is
characterized by significantly sub-average
intellectual functioning, existing concurrently
with related limitations in two or more of the
following adaptive skills areas: communication,
self-care, home living, social skills, community use, self-
direction, health and safety, functional academics, leisure and
work.
Mental Retardation manifests before age 18.

23. • MR manifests before age 18 to 22. This means
that condition can start during pregnancy until
the age of 18 to 22.
• Classifying of MR:
A) IQ Ranges
– The milder forms of mental retardation;
– 50-70 – Mild – (Intermittent Support) - can care for
themselves, can finish elementary and high schools
and can even hold responsible for semi-skilled jobs.
– 35-49 – Moderate – (Limited Support) - maybe
trained to care for themselves; reach primary level of
education, can hold menial jobs, but have difficulty
maintaining social relationships.

24. B) the more severe forms of MR that
clusters the moderate, severe and
profound types.
–20-34 – Severe – (Extensive Support) –
may learn sedimentary language and work skills
but unable to care for themselves.
–I.Q below 20 – Profound – (Pervasive
Support) - can spend their lives in institutions
that provide custodial care, not capable of true
interaction.

25. • *The classifications
– “educable mental retardation” (EMR); and
–“trainable mental retardation” (TMR) are no longer
used.

26. • Causes of MR: Based on time of onset:
– Prenatal or biological (occurring before
birth) – also called chromosomal disorders: Down
Syndrome (named after Dr. Langdon Down).
–Genetic Defect occurs during gestation (Down
Syndrome / Mongolism, Trisomy 21).

27. What is Down Syndrome?
• Human being normally has 23 pairs of chromosome with one
member coming syndrome has an extra, 3rd chromosome on
the twenty-first pair.
• The extra chromosome can come from either the mother’s egg
or by the father’s sperm.
• They are moderately retarded and exhibit distinctive physical
characteristics (small ears, small hands, short neck, feet and
fingers, protruding tongue, and fold over the eyes, almond
shaped appearance.

28. • Down Syndrome was called Mongolism and victims were called
“mongoloid idiots”.
– Hereditary – mental capacity is inherited from his past familial
ancestor
– Perinatal (occurring during birth)
– Postnatal and environmental (occurring shortlyafterbirth)
– Socio-cultural Deprivation– families who fail to provide adequate
intellectual stimulation; lack of medical support with school.
– BrainDamage- caused by drugs or alcohol ingested by pregnant
women with diseases like rubella (German Measles).

29. Methods of instruction:
• Applied Behavior Analysis (ABA)
• Task Analysis
• Active Student Response (ASR) like
Systematic Feedback through positive
reinforcement for correct responses:
simple positive comments, gestures or
facial expressions.

30. How to help Learners with Mental Retardation?
• Set goals that are realistic for the individual and the community in
which the individual lives.
• Assign tasks that (a) are personally relevant, (b) are carefully
sequenced from easy to difficult, and (c) allow learner to be highly
and frequently successful.
• Recognize the individual strengths and weakness provide incentives
for performance, and establish necessary rules for behavior.
• Explain the required tasks in terms of concrete concepts.
• When given instructions, be specific and briefly summarize

31. Principles in Teaching Children with Mental Retardation
• Principle of Individual Differences
• Principle of concreteness
• Principle of Generalization by application
• Principle of Specificity
• Principle of Sensual Stimulation
Assessment Procedures – Traditional, Team Based, Activity
Based, Cognitive Assistant Tools and Adaptive Behavior.

32. 3. LEARNING DISABILITIES (LD)
• It is 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 which are
intrinsic to the individual which is presumed to be due
to the central nervous system dysfunction.

33. • The group of disorders isheterogeneous.
• IQ achievement discrepancy.
• Learning disabilities is intrinsic.
• Criteria in determining the presence of LD
–Severe discrepancy between the child’s potential and actual
achievement.
–Exclusion or absence of mental retardation, sensory
impairment and other disabilities.
–Need for special education services.

34. Characteristics of children with LD
• Reading difficulty (DYSLEXIA) – refers to
disturbance in the ability to learn in general and the ability
to learn to read in particular.
• Spoken Language (DEVELOPMENTAL
APHASIA) – loss of speech functions, often, but not
always due to brain injury.
• Mathematical difficulty (DYSCALCULIA)
• Writing difficulties (DYSGRAPHIA)

35. • Speech (APRAXIA) – also known as verbal
apraxia. The child has trouble saying what he/she
wants to say correctly and consistently.
• DYSARTHRIA – A speech condition where the
weakening of the muscles of the mouth, face and
respiratory system affects the production of oral
language.

36. • Children with ADD (Attention Deficit Disorder) and ADHD
(Attention Deficit Hyperactivity Disorder). These are
conditions in which children exhibit differences in the ability
to pay attention and to engage in work compared to their
normal peers (inattention, hyperactivity, and impulsivity.)
• Behaviorproblems – inattention, impulsivity, hyperactivity.
• Social Acceptance is low.
• Tend to fail and be retained in a grade level.

37. How to help them?
• Always remember the major purpose or objective of the
learning disabled efforts.
• Be sure you don’t expect the individual to perform beyond his
capacity.
• Realize the working in area of disability is frustrating.
• Try another way in finding a different method of making
teaching easier for LD persons.
• Try to figure out what strategies the learning disabled
individual is using to learn.

38. 4. VISUAL IMPAIRMENT
• Visual Impairment refers to a visual problem requiring
modification or adjustment in a student’s educational
program, Blindness existed when vision is measurably
to be 20/200 or less in the better eye with connection or
when the visual field is significantly less then what is
considered to be normal.

39. Classification of Visual Impairment
–Low Vision/ Partially Sighted
–Blind
Types and Causes of Visual Impairment
–Errors of refraction – hyperopia, myopia and astigmatism
–Imbalance of the eye muscle – strabismus, amblyopia and
nystagmus
–Diseases of the eye – cataract, diabetic retinopathy,
coloboma and glaucoma
–Trauma or accidents

40. HOW TO HELP STUDENTS WITH LOW VISION?
• Special Optical Devices
• Large Print
• Classroom Modification
• Recorded books, magazines and other
materials come with synthetic speech
equipment.
• Braille
• Special Type Writer
• Manipulative and Tactile Aids
• Technological aids

41. • Ask whether you can be of any assistance to a person
with visual impairment
• When acting as a sighted guide, approach steps to the
visually impaired person.
• Be sure to talk directly to the person and not to his
companion.
• In entering and learning a room, let them (blind
person) know it.
• Set students with visual impairments that maximize
any residual vision.

42. 5. HEARING IMPAIRMENT
This is a disability which refers to the reduced function or loss of the
normal function of the hearing mechanism.
• Two main categories of hearing impairment:
– hard of hearing,
– deaf
• Classifications:
– Conductive hearing loss occurs in the outer and middle ear;
– Sensorineural hearing impairment occurs in the inner ear (cochlea)
wherein the neural energy delivered to the brain is distorted or not
delivered at all.
– Mixedhearing impairment: unilateral (one ear) or bilateral (bothears).

43. Identification or Assessment of
children with Hearing Impairment
• Audiological Evaluation
– Audiology – the science of testing and evaluating hearing ability to
detect and describe hearing impairments.
• The use of audiometer, an electronic device that generates
sound at different levels of intensity and frequency.
– Informal Hearing Tests: Whisper test, Conversational
live, voice test, Ball pen click test, Tuning Fork test
• Pure Tone Audiometry
• Cognitive Assessment

44. How to help them
• Talk directly to the person with a hearing impairment when there is an
interpreter
• Write messages or key phrases down if necessary
• Use gestures and facial expressions as much as possible
• Consider trimming facial hair if you work with hearing impaired. It gets the
person attention by waving your hand or tapping him on the shoulder.
• Familiarize yourself with the basic operation of a person’s hearing aid as well
as the capabilities of the person using it.
• Speak naturally and clearly; do not over dramatize or over enunciate.
• Seat the students with hearing impairments appropriately, near the speaker
or the interpreter, away from noise and glaring light.

45. 6. PHYSICAL IMPAIRMENTS
This refers to individual who have functional disabilities related to
physical skills Moreover, This condition affects the bones and
muscles and makes mobility manual dexterity difficult or even
impossible.
• Types:
–Orthopedic –
• Poliomyelitis- infantile paralysis
• Osteomyelitis – tuberculosis of the bone
• Bone fracture – breakage in the continuity
of the bone.

46. • Muscular dystrophy – long-term diseases that
progressively weakens, deteriorates and wastes away the muscles
of the body.
• Osteogenesis imperfecta – skeletal systems fail to grow
normally, and bones are easily fractured.
• Limb defieciency – absence or partial loss of an arm or leg.
– Quadriplegia – all four limbs are loss.
– Paraplegia - motor impairment of the legs only
– Hemiplegia – Only one side of the body is eaffected.
– Diplegia – major involvement of the legs, with less severe
involvement of the arms.

47. – Monoplegia – only one limb is affected.
– Triplegia – three limbs are affected.
– Double hemiplegia – major involvement of the arms, with less
severe involvement of the legs.
• Crippling conditions –
– Clubfoot – the child is born with 1 or 2 feet deformed usually with
the feet and toes turned inward, outward or upward often
accompanied by webbed toes.
– Clubhand – the same with clubfoot but the hand and fingers are
deformed.
– Polydactylism – the child is born with extra toes and fingers.
– Syndactylism – the fingers or toes or both are webbed like those of
fowls, ducks and hens.

48. • Neurological –
– Cerebral Palsy – children have little or no control over the
arms, legs, or speech depending on the type or degree of
impairment. They may have impaired vision or hearing, perceptual
and sensory difficulties, learning difficulties and intellectual
impairments.
– Hypertonia – (spasticity) tense and contracted muscles and
the movements are jerky, exaggerated and poorly coordinated.
– Hypotonia – (weak and floppy muscles particularly in the neck
and trunk).

49. – Athetosis – slow, worm-like involuntary, uncontrollable and
purposeless movements.
– Ataxia – disturbance of balance and equilibrium resulting in a
gait like that of a drunken person when walking and may fell
easily if not supported.
– Rigidity – marked resistance of the muscles to passive motion and
display extreme stiffness in the affected limbs.
– Tremor – marked by rhythmic, uncontrollable movements or
trembling of the body or limbs.
– Mixed type – the presence of traits mentioned in the preceding
categories.

50. • Spina Bifida – a congenital defect in the vertebrae that encloses
the spinal cord. 80% to 90% of children with spina bifida
develop hydrocephalus, the accumulation of cerebrospinal
fluid in tissues surrounding the brain that could lead to
enlargement of the head and severe brain damage.
• Spinal Cord injuries - may cause paralysis.
• Traumatic brain injury – temporary or lasting symptoms may
include cognitive and language deficits, memory loss, seizures
and perceptual disorders.

51. Health Impairments - chronic or acute health problems that
adversely affect their educational performance; present over long
periods and tend to get better or disappear.
• Examples: asthma, diabetes,
epilepsy (seizures) like the following:
– Generalized tonic-clonic seizure (formerly called grand mal). The
entire body shakes violently as the muscles alternately contract; saliva may be
forced out; legs and arms jerk; and bladder and bowels may be emptied.
– Absence seizure (petit mal) occur more frequently as often as
100 times. There is a brief loss of consciousness (half a minute), stare
blankly, flutter or blink his/her eyes, grow pale, or drop whatever he/she is
holding.

52. – Partial seizure – (psychomotor seizure) brief
period of inappropriate or purposeless activity. The child may
smack his/her lips, walk around aimlessly, or shout, sudden
jerking motions with no loss of consciousness.
• Hemophilia – rare hereditary disorder in which the blood
does not clot as quickly as it should.
• Burns –
• Other forms of health impairments: heart
conditions, leukemia or severe anemia,
rheumatic fever, nephritis, and lead poisoning.

53. How to help them
• Treat them as normal people
• Don’t underestimate their abilities because of such health
problems. Be aware of their specific situation and special needs
• Be concerned about their psychological manifestation
• Ask whether users like some assistance
• Consider sitting down or kneeling in short conversation with
wheel chair users to get the same level as they.

54. 7. AUTISM
• Autism means a developmental disability affecting verbal
and non-verbal communication and social interactions
generally evident before age 3 that adversely affects the child’s
educational performance. Other characteristics associated with
autism are engagement in repetitive activities and stereotyped
movements, resistance to environmental changes, or change in
dailyroutines, and unusual responses to sensory experiences.

55. • AUTISM SPECTRUM DISORDER – is a developmental
disability that severely hinders the way information is gathered
and processed by the brain, causing problems in communication,
learning and social behaviors.
– Autistic Disorder – extreme withdrawal and impairment in
communication and other characteristics like the following:
• Qualitative impairment of social interaction (lack of
social or emotional reciprocity)
• Qualitative impairment of communication (delay or total
absence of spoken language)
• Restricted, repetitive, and stereotyped patterns of
behavior, interest, and activities (persistence
preoccupation with parts of objects).

56. • Asperger Syndrome – is a milder form of
autism without significant impairments in language
and cognition; characterized by primary distinctive
feature is impairments in all social areas particularly
an inability to understand how too interact socially.
–They do not have language delay
–Have average or higher or above-average intelligence and
communication skills
–Display most if not all of the other characteristics of
autism.
–Highly verbal.

57. • Rett Syndrome - normal development for
five months to four years, apparently normal
early infancy followed by regression and mental
retardation; then loss of previously acquired
skills, loss of purposeful use of hands replace by
repetitive hand movements – much more
prevalent in FEMALES.

58. • Childhood Disintegrative Disorder (CCD) –
normal development for at least two and up to ten years,
followed by significant loss of skills; much more prevalent
among MALES; (Regressive autism).
• Pervasive Development Disorder not
Otherwise Specified (PDD-NOS) There is a
severe and pervasive impairment in specified behaviors,
have significant impairments in socialization with
difficulties in either communication or restricted interests.

59. Causes
• Early Causal Theories. No causal link between parental
personality and autism has ever been discovered (1977, Autism
Society of America)
• Today’s Causal Theories.
– Neurological Basis of Autism Spectrum Disorders
– Hereditary basis
• Areas (Symptoms) that are among these may be
affected by autism (Autism Society of the Phils.):
–Communication
–Social Interaction
–Sensory Impairment
–Play
–Behaviors

60. Guide for Parents (Autism Society Philippines):
• No pointing by 1 year
• No babbling by 1 year, no single words by 16 months,
no two-word phrases by 24 months;
• No pretend playing
• Little interest in making friends
• Extremely short attention span
• No response when called by name, indifference to
others

61. • Little or no eye contact
• Repetitive body movements, such as hand clapping,
rocking
• Intense tantrums
• Fixations on single object, such as a pinning fan
• Unusually strong resistance to changes in routines
• Oversensitivity to certain sounds, textures or smells

62. Educational Approaches
• Critical Importance of Early Intensive Behavioral Intervention
• Applied Behavior Analysis (ABA)

63. 8. SPEECH AND LANGUAGE IMPAIRMENT
• Speech is abnormal when it deviates so far from
the speech of other people that it calls attention to
itself, interferes with communication or causes the
speakers, or listeners to feel distressed.
• Basic Concepts on Speech and Language
Impairment
• Three types of speech problems
– Voice disorders
– Articulation disorders
– Fluency disorders
• Stuttering –
• Cluttering

64. • Voice disorders- are deviations in phonations
such as:
– Pitch (too high or too low)
– Frequency (too loud or too soft)
– Quality ( pleasant or irritating to the ear
– Speech can be hoarse
• Vocal resonance is affected by impedance in the
flow of air:
– Hypernasality - too much air flow and voice seems to
come from the nose
– Hyponasality – air flow is too little & the voice seems
to be impeded by severe colds

65. • Articulation disorder – errors in the formation
of speech sounds:
– Omission (see for seen)
– Substitution (wip for lip)
– Distortion (talt for salt)
– Addition of extra sounds (buhrown for brown)
• Fluency disorders:
– Cluttering – speech is very fast with extra sounds
and mispronounced sounds.
– Stuttering – is marked by “rapid-fire repetitions of
consonant or vowel sounds especially at the
beginning or word and complete verbal blocks.

66. • Language disorders – are those characterized
by abnormal acquisition, comprehension or
expression of spoken or written language.
• Language disorders may be classified according
to
– Form problems
– Content problems
– Pragmatic problems
• Some examples are
– Central auditory processing disorders
– Aphasia
– Apraxia
– Dysarthria

67. • Language disorders – are those characterized by abnormal
acquisition, comprehension or expression of spoken or
written language.
• Language disorders may be classified according to
– Form problems (cover phonology, morphology, and syntax problems that range
from difficulty of decoding spoken language, abnormal use of prefixes, to abnormal
structure of words and wrong use of tenses.)
– Content problems ( include semantic disorders manifested in poor vocabulary
development, inappropriate use of words, and poor comprehension of meaning of
words.)
– Pragmatic problems – ( cover the ability to comprehend or use language in
context or conversation on various situations)
• Some examples are
– Central auditory processing disorders
– Aphasia
– Apraxia
– Dysarthria

68. How to help them
• Teachers and parents should be aware of what
skills and behavior the speech therapist is aiming
• Listen attentively – patiently when the person is
talking
• Explain what you didn’t understand and ask for
clarifications in the utterances of person
• Look at and not away from them when they talk
• Encourage but do not force them to talk
• Do not say things for them
• Encourage them to participate in group
activities/tasks

69. 9. EMOTIONAL DISTURBANCES / BEHAVIOR DISORDERS
These are disorders referring to disabilities of
individuals to function adequately in a psychological
or social context.
• Basic Concepts on Emotional / Behavioral
Disorders
It is a condition exhibiting one or more of the following
characteristics over a long period of time (chronicity), and to a
marked degree (severity) which adversely affects educational
performance (difficulty in school)
– An inability to learn which cannot be explained by
intellectual, sensory and health factors

70. –An inability to build or maintain
satisfactory interpersonal relationships
with peers and teachers
–Inappropriate types of behavior or
feeling under normal circumstances
–A general pervasive mode of
unhappiness or depression
–A tendency to develop physical
symptoms or fears associated with
personal or social problems

71. • Three factors are considered if a child is
emotionally disturbed
–Intensity – refers to the severity of the
child’s problem.
–Pattern – means the time when the
problem occurs
–Duration of behavior – refers to the
length of time the child’s problem has
been present.

72. • Related disorders are schizophrenia and autism
• This does not include children who are socially
maladjusted unless it is determined that they are
seriously emotionally disturbed.

73. Characteristics of children and youthwith emotional and
behavioral disorders
• Intelligence, intellectual characteristics, and
academic achievement
– Most could not pass competency examination for
their grade level
– Have the lowest grade point average of any group of
students with disabilities
– 40% failed one or more courses in their most recent
school year
– Have higher absenteeism rate
– Most dropped out
– Often not employed within 2 years of exiting school

74. • Social Skills and Interpersonal Relationships
–Often experience great difficulty in
developing and maintaining interpersonal
relationships as early as during early
childhood
–Tend to have low empathy for others –
“I don’t care attitudes”
–Participate in fewer curricular activities
–Fewer contacts with friends
–Show lower quality interpersonal
relationships.

75. • Antisocial Behavior
–Consistent and frequent disordered
patterns of behavior that violate the
rules and regulations at home, the laws
of the community and the country.
–Other very challenging behaviors are
often displayed inside the classroom.
• Do not complete school work
• Run around, hit and pick up fights
• Disturb their classmates, ignore, talk back
to and argue with teachers and school
authorities

76. • Oppositional Defiant Disorder
–Often loses one’s temper
–Often argues with adult request or rules
–Often actively defies or refuses to comply with
adult requests or rules
• Externalizing and internalizing behavioral
disorders
–Out-of-seat behavior
–Making unnecessary noise
–Truancy
–Constant talking to self and others

77. • Aggressive and violent behavior
–Mild forms of aggression
• Abusive – teasing, clowning around,
tattling, and bullying
–Severe aggression – physical harm,
physical attack, destruction of property,
and cruelty.
• Delinquency
– Refers to the criminal offenses
committed by an adolescent.

78. How to help them
• Do not let yourself be caught up in their pathology
• They need to know what is okay and what is not. Don’t
keep them guessing
• Don’t expect love and attention in return. You must be
willing to extend love, affection and structure

79. Management of behavior problems in the
classrooms; simple strategies that can cut down
classroom disruptions
• Establish respect for the teacher
• Know when to ignore a situation
• Charge the pace
• Give reminders and warnings. Reminding students of classroom
rules and the consequences of breaking serves as early warning
• Move closer or put an arm around the student calm the student
down- especially at the first sign of a problem, before it gets out
of hand.