2. Objectives
Describe the basic categories of exceptional
learners
Define and distinguish the terms disability
and handicap
Demonstrate “people first” language when
referring to exceptional learners and
advocate for its use
3. One of the significant factor that highlights
individual differences and diversity in learning
is the presence of exceptionalities.
We sometimes refer to learners with
exceptionalities as persons who are different
in some way from the “normal” or “average”.
5. We probably encounter learners
with special needs. Therefore, it is
necessary that we have both the
right information and proper
attitude in dealing with special
learners.
6. Disability
It is an impairment or limitation that
“interferes” with person’s with disability, for
example, to walk, lift, hear, or learn. It may
refer to a physical, sensory, or mental
condition” (Schiefelbush Institute, 1996).
7. Handicap
The word handicap does not have the same
meaning as disability. It is a disadvantage
that occurs as a result of disability or
impairment.
8. 1. Specific Cognitive or Academic Difficulties
1.1. Learning Disabilities
1.2. Attention Deficit Hyperactivity Disorder (ADHD)
1.3. Speech and Communication Disorders
2. Social/Emotional and behavioral Difficulties
2.1. Autism
2.2. Mental Retardation
2.3. Emotional/Conduct Disorders
Categories of Exceptionalities
9. Physical Disabilities and Health Impairments
1.Physical and Health Impairments
● limited energy and strength
● reduced mental alertness
● little muscle control
2. Severe and Multiple Disabilities
11. Specific Cognitive or Academic Difficulties
Learning Disabilities
Involve difficulties is specific cognitive processes
like perception, language ,memory or
metacognition that are not due to other
disabilities.
Examples:
Dyslexia – reading disorder
Dyscalculia – arithmetic disorder
Dysgraphia – writing disorder
Dyspraxia – psychomotor disorder
12.
13. It is manifested in either or
both of these:
1. difficulty in focusing and
maintaining attention
2. recurrent hyperactive and
impulsive behaviour
Attention - Deficit Hyperactivity Disorder (ADHD)
14. There is a difficulty in spoken
language including voice
disorders, inability to produce
sounds correctly, stuttering,
difficulty in spoken language
comprehension that
significantly hamper classroom
performance.
Speech and Communication Disorders
15. It manifested by different
levels of impaired social
interaction and
communication, repetitive
behaviors and limited interest
They usually have an intense
need for routine and
predictable environment
Social/Emotional and Behavioral Difficulties
Autism
16. It refers to significant sub-
average intelligence and
deficits in adaptive behaviour.
There is also difficulty in
managing activities of daily
living in conducting
themselves appropriately in
social situation.
Mental Retardation
17. Involves the presence of
emotional states like
depression and aggression
over a considerable
amount of that they
notably disturb learning
and performance in
school
Emotional/Conduct Disorders
18. Involves in physical or
medical conditions including
one or more of these:
● limited energy and
strength
● reduced mental
alertness
● little muscle control
Physical Disabilities and Health Impairments
Physical and Health Impairments
19. The presence of two or more
types disability, at times at
profound level.
The combination of
disabilities makes it necessary
to make adaptations and have
more specialized programs.
Severe and Multiple Disabilities
20. There is malfunction or
optic nerves that prevent
normal vision even with
corrective lenses.
Myopia - farsightedness
Hyperopia - nearsightedness
Sensory Impairments
Visual Impairments
21. Involve malfunction of the
ear or auditory nerves that
hinders perception of
sounds within the
frequency range of normal
speech
Hearing Impairments
22. Involves significantly high level of
cognitive development
There is unusually high ability of
aptitude in one or more of these
aspects:
- intellectual ability
- aptitude in academic subjects
- creativity
- visual or performing arts
- leadership
Giftedness
26. People – First Language
It is a way of communicating that reflects
knowledge and respect for people with
disabilities by choosing words that
recognize the person first and foremost
as the primary reference and not his or
her disability.
27. This language trend involves putting
the person first, not the disability.
Thus, people first language tells us
what conditions people have, not what
they are (Schiefelbush Institute, 1996)
28. Example:
• A person with a disability not a disabled person.
• Person with AIDS, rather than “AIDS victim”.
• “John is the writer who has a disability” rather
than “John is a disabled writer.”
29. Avoid generic labels ( people with mental retardation is
preferable to the mentally retarded);
Emphasizing abilities, not limitations (for instance, uses
a wheelchair is preferable to confined to a wheelchair);
Avoiding euphemisms (such as physically-challenged)
which are regarded as a condescending and avoid the
real result from disability; and
Avoiding implying illness or suffering (had a polio is
preferable to is polio victim, and has multiple sclerosis is
preferable to suffers from multiple sclerosis).
30. Using people first language and applying the
guidelines will remind us to have a more respectful and
accepting attitude toward learners with
exceptionalities.
The presence of impairments requires them to exert
more effort to do things that others like us to find quite
easy to do. They are the who may turn to us for
assistance.
Beginning with the right attitude, will make us a good
and effective teacher, one with the hand and the heart
who can facilitate their learning and adjustment.
