Lea Gizelle P.

Robenta Facilitating Learning

Learning Log No. 12

Topic What I Know? What I Learn? What I Planned to do? What I Did?

What I learn in this After knowing all of

Categories of In the topic about the What I did is to know
topic is that behavior is a
Exceptionalities categories of this about categories of if who decides if a
learning disorder
exceptionalities I already exceptionalities what I student is exceptional.
characterized by specific
know that this have five planned to do is to know The Identification,
behavior problems over
categories such as if exceptionality if the Placement and
such a period of time,
behavior which is an student has multiple Review Committee
and to such a marked
ability to build or to needs. Because many
degree and of such a (IPRC) determines
maintain interpersonal students have multiple
relationships. Second is
nature, as to adversely needs and may meet the whether a student is
affect educational or is not exceptional,
the communication criteria for identification
performance, and that under more than one according to the
which is a severe
may be accompanied by
learning disorder that is category of categories of
one or more of the exceptionality and
characterized by exceptionality,
following: school boards have
disturbance in rate of defined by the
education development, an inability to build varying practices. In Ministry of Education,
ability to relate to the or to maintain most school boards the
IPRC will look at all of
and the criteria for
environment, mobility interpersonal
and perception, speech relationships; the needs and identification used by
and language lack of the determine which have the school board. In
excessive fears or deciding whether a
representational the most significant
anxieties;
symbolic. Third is the impact on learning. For student is
intellectual which an a tendency to example, a student with exceptional, the
usually advanced compulsive cerebral palsy may have committee will:
degree of general reaction; significant physical
intellectual ability that an inability to learn disabilities as well as a
requires differentiated developmental disability. Consider an
that cannot be
learning experiences of traced to The IPRC may educational
a depth beyond those intellectual, determine that the assessment;
normally provided in the sensory, or other category Intellectual: Interview the
regular school program health factors; Developmental Disability parent(s)/legal
to satisfy the level of is the exceptionality guardian(s)
or any combination
educational potential recognizing that the unless waived or
thereof.
indicated. Fourth is the students intellectual refused;
physical which is a Communication needs have the greatest Interview the
condition of such severe Autism: A severe impact on learning. student where
physical limitation or learning disorder that is However, if the IPRC practical and
deficiency as to require characterized by decides that both the permitted by the
special assistance in disturbances in: physical and parent(s)/legal
learning situations to rate of educational developmental disability guardian(s);
provide the opportunity development; are impacting learning The
for educational they may identify the parent(s)/legal
achievement equivalent ability to relate to students under Multiple guardian(s) has
to that of pupils without the environment; Exceptionality. the right to be
exceptionalities who are mobility; present during
of the same age or the interview;
perception,
development level. And Obtain and
last is the multiple which speech, and consider a health
is a combination of language; and assessment
learning or other lack of the and/or
disorders, impairments representational achievement
or physical disabilities symbolic assessment
that is of such a nature behaviour that and/or a
as to require, for precedes psychological
educational language. assessment if
achievement, the required by the
Intellectual
services of one or more IPRC and with
Giftedness
teachers holding permission of the
qualifications in special An unusually advanced parent(s)/legal
education and the degree of general guardian(s);
provision of support intellectual ability that Examine the
services appropriate for requires differentiated description of the
such disorders, learning experiences of students
impairments or a depth and breadth strengths and
disabilities. beyond those normally needs.
provided in the regular
school program to
satisfy the level of
educational potential
indicated.
Mild intellectual
disability
A learning disorder
characterized by:
an ability to profit
educationally
within a regular
class with the aid
of considerable
curriculum
modification and
supportive service;
an inability to profit
educationally
within a regular
class because of
slow intellectual
development; or
a potential for
 academic learning,
independent social
adjustment, and
economic self-
support.
Physical
Physical disability
A condition of such
severe physical
limitation or deficiency
as to require special
assistance in learning
situations to provide the
opportunity for
educational
achievement equivalent
to that of pupils without
exceptionalities who are
of the same age or
development level.
Blind and low vision
A condition of partial or
total impairment of sight
or vision that even with
correction affects
educational performance
adversely.
Multiple
Multiple
exceptionalities
A combination of
learning or other
disorders, impairments
or physical disabilities
that is of such a nature
as to require, for
educational
achievement, the
services of one or more
teachers holding
qualifications in special
education and the
provision of support
services appropriate for
such disorders,
impairments or
disabilities.