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NORTH LUZON PHILIPPINES STATE COLLEGE

Adal a dekalidad, dur-as ti panagbiag.

Subject Code: EDUC 4

Descriptive Title: Facilitating Learner-Centered Teaching

CHAPTER VII
Lesson 3: Learners with Exceptionalities

Learners with exceptionalities are commonly referred to as persons who are different in some way from
“normal” or “average.” The term “exceptional learners” includes those with special needs related to cognitive
abilities, behavior, social functioning, physical and sensory impairments, emotional disturbances, and
giftedness. Most of this learners require a lot of understanding and patience as well as special education and
related services if they are to reach their full potential.

 Disability. It is a measurable impairment or limitation that “interferes with person’s ability, for example
to walk, lift, hear, or learn. It may refer to physical, sensorym or mental condition.”
 Handicap. It is a disadvantage that occurs as a result of a disability or impairment. The degree of
disadvantage is often dependent on the adjustment made by both the person and his environment.

Categories of Exceptionalities
I. Specific Cognitive or Academic Difficulties
A. Learning Disabilities. These involve difficulties in a specific cognitive processes like perception,
language, memory, or metacognition that are not due to other disabilities like mental retardation,
emotional or behavioral disorders, or sensory impairments. These include dyslexia, dyscalculia, and
dysgraphia.
B. Attention-Deficit Hyperactivity Disorder (ADHD). This is manifested in either or both of these: (1)
difficulty in focusin and maintaining attention and (2) recurrent hyperactive and impulsive bahavior.
C. Speech and Communication Disorders. This involves difficulty in spoken language including voice
disorders, inability to produce the sounds correctly, stuttering, difficulty in spoken language
comprehension that significantly hamper classroom performance.
II. Social/Emotional and Behavioral Difficulties
A. Autism. This condition is manifested in different levels of impaired social interaction and
communication, repretitive behaviors and limited interests. Individuals with autism usually have an
intense need for routine and predictable environment.
B. Mental Retardation. This refers to significant sub-average intelligence and deficits in adaptive
behavior. There is difficulty in managing activities of daily living and in conducting themselves
appropriately in socual situations.
C. Emotional/Connduct Disorders. These involve the presence of emotional states like depression and
aggression over a considerable amount of time that they notably disturb learning and performance in
school.
III. Physical Disabilities and Health Impairments
A. Physical and Health Impairments. These involce physical or medical conditions (usually long-term)
including one or more of these: (1) limited energy and strength, (2) reduced mental alertness, and/or (3)
little muscle control.
B. Severe and Multiple Disabilities. This refer to the presence of two or more different types of disability,
at times at a profound level. The combination of disabilities makes it necessary to make specific
adaptations and have more specialized educational programs.
IV. Sensory Impairments
A. Visual Impairments. These are conditions when there is malfunction of the eyes or optic nerves that
prevent normal vision even with corrective lenses.
B. Hearing impairments. These involve malfunction of the ear or auditory nerves that hinder perception
of sounds within the frequency range and normal speech.
V. Giftedness. This involves a significantly high level of cognitive development. There is unsually high ability
or aptitude in one or more of these aspects: intellectual ability, aptitude in academic subjects, creativity,
visual or performing arts or leadership.

References:
Lucas, M.R. and Corpuz, B. (2013). Facilitating learning: a metacognitive process. Quezon City: Lorimar
Publishing, Inc.

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