MODULE 6: LEARNE

RS WITH EXCEPTIO
NALITIES

REPORTER: JEAFREL BAHIAN

TERMINOLOGIES:
a.) Impairment
-Loss or abnormality of psychological, physiological or
anatomical structure or function
-Intrinsic to the individual

b.) Disability
-Measurable impairment or limitation that “interferes with a
person’s ability. For example, to walk, lift, hear or learn. It
may refer to a physical, sensory or mental condition.

c.) Handicap
-Disadvantage that occurs as a result of a disability
TERMINOLOGIES:
Disability has become more accepted and
used, replacing “handicap”.

**In USA, “disability” is used in its federal

laws, such as Individuals with Disabilities
Act (IDEA).

**In the Philippine Constitution, Article XIV, Section

2: “…provide adult citizens, the disabled, and out-of-
school youth with training…”
TERMINOLOGIES:

Exceptional Learners
- Learners who are different from
“normal” or “average” learners, needing
special needs such related to cognitive
abilities, behavior, social functioning,
physical and sensory impairments,
emotional disturbances and giftedness.
Jeanne Ellis Ormrod’s Educational Psychology (2000)

Cognitive or
Academic
Difficulties

Social/
Giftedness Emotional and
Behavioral
Difficulties
Exceptionalities

Sensory Physical
Impairments Disabilities and
Health
Impairments
CATEGORIES OF EXCEPTIONALITIES
By Jeanne Ellis Ormrod’s Educational Psychology (2000)

A. Cognitive or Academic Difficulties D. Sensory Impairments

Social/Emotional and
B. Behavioral Difficulties E. Giftedness

Physical Disabilities and Health

C. Impairments
A. Cognitive or Academic Difficulties
a.)
a.) Learning
Learning Disabilities
Disabilities –– perception,
perception,
language,
language, memory
memory or or metacognition
metacognition

Dyslexia – reading disorder

Dysgraphia – writing disorder
Dyscalculia – arithmetic disorder
Dyspraxia – psychomotor disorder
 A. Cognitive or Academic Difficulties
Dyslexia Dysgraphia Dyscalculia Dyspraxia
difficulty with reading difficulty with the wide range of lifelong learning brain-based condition affecting plan
physical act of writing disabilities involving math and coordinate physical movement
• Trouble sounding out • Tight awkward pencil •Shows difficulty understanding •Poor balance. Difficulty in riding a
words grip and body concepts bicycle going up and down hills
• Difficulty in memorizing position
sight words • Illegible handwriting •Difficulty understanding and •Poor manipulative skills. Difficulty
• Avoiding reading aloud • Tiring quickly while completing word problems with typing, handwriting and drawing
• Confusing the order of writing
the letters • High levels of •Exhibits difficulty using steps •Tracking. Difficulty in following a
• Trouble following a resistance and involved in math operations moving object smoothly with eyes
sequence of directions frustrations while without moving head excessively.
• Difficulty organizing writing •Challenged making change or Tendency to lose the place while
thoughts when speaking • Large gap between handling money reading.
written ideas and
understanding
demonstrated
through
speech
A. Cognitive or Academic Difficulties
b.)
b.) ADHD
ADHD (Attention-Deficit
(Attention-Deficit Hyperactivity
Hyperactivity Disorder)
Disorder)
–– inattention,
inattention, distractibility;
distractibility; with
with or
or without
without
hyperactivity
hyperactivity
A. Cognitive or Academic Difficulties
c.)
c.) Speech
Speech and
and Communication
Communication Disorders
Disorders –– spoken
spoken
language
language including
including voice
voice disorders
disorders (e.g.
(e.g. difficulties
difficulties
pronouncing
pronouncing sounds
sounds oror articulation
articulation disorders,
disorders, and
and
stuttering)
stuttering)
B. Social/Emotional and Behavioral Difficulties

a.)
a.) Autism
Autism –– social
social skills,
skills, repetitive
repetitive behaviors,
behaviors,
speech
speech and
and non-verbal
non-verbal communication
communication
B. Social/Emotional and Behavioral Difficulties

b.)
b.) Mental
Mental Retardation
Retardation –– sub-average
sub-average intelligence
intelligence
and
and deficits
deficits in
in adaptive
adaptive behavior
behavior (imbecile)
(imbecile)
B. Social/Emotional and Behavioral Difficulties

c.)
c.) Emotional/Conduct
Emotional/Conduct Disorders
Disorders –– presence
presence of
of
emotional
emotional states
states like
like depression
depression and
and aggression
aggression
disturbing
disturbing learning
learning and
and performance
performance in
in school
school
C. Physical Disabilities and Health Impairments

a.)
a.) Physical
Physical and
and health
health impairments
impairments –– affects
affects
individual’s
individual’s energy
energy and
and strength,
strength, mental
mental alertness
alertness
and
and muscle
muscle control.
control.

b.)
b.) Severe
Severe and
and multiple
multiple disabilities
disabilities –– presence
presence of
of
two
two or
or more
more different
different types
types of
of disabilities
disabilities
 D. Sensory Impairments
a.)
a.) Visual
Visual Impairments
Impairments –– malfunction
malfunction of
of the
the eyes
eyes or
or
optic
optic nerves
nerves that
that prevent
prevent normal
normal vision
vision even
even
•• Myopia
Myopia (farsightedness)
(farsightedness)
•• Hyperopia
Hyperopia (nearsightedness)
(nearsightedness)
•• Astigmatism
Astigmatism

b.)
b.) Hearing
Hearing Impairments
Impairments (otherwise
(otherwise known
known asas
hearing
hearing loss)
loss) –– malfunction
malfunction of
of the
the ear
ear or
or auditory
auditory
nerves
nerves that
that hinders
hinders perception
perception ofof sounds
sounds within
within
the
the frequency
frequency range
range of
of normal
normal speech
speech
 E. Giftedness

••Speaks
Speaks of of talent,
talent, which
which includes
includes all
all
areas
areas ofof aa child’s
child’s life:
life: academic,
academic,
artistic,
artistic, athletic
athletic and
and social.
social. (US
(US
Dep’t.
Dep’t. ofof Education,
Education, 1993)
1993)
••Involves
Involves significantly
significantly high
high levels
levels of
of
cognitive
cognitive development
development
 E. Giftedness

Six
Six areas
areas where
where giftedness
giftedness
could
could be
be found:
found:

 Creative
Creative thinking
thinking

 Leadership
Leadership Characteristics:
Characteristics:

 General
General Intellectual
Intellectual Ability
Ability •• Perfectionists
Perfectionists and
and idealistic
idealistic

 Psychomotor
Psychomotor •• Heightened
Heightened sensitivity
sensitivity to
to their
their

 Specific
Specific academic
academic ability
ability own
own expectations
expectations and
and those
those of
of

 Visual/Performing
Visual/Performing Arts
Arts others
others
•• Maturity
Maturity beyond
beyond age
age
•• Problem
Problem solvers
solvers
•• Abstract
Abstract thinkers
thinkers
 Dealing with Learners with Exceptionalities
A.
A. People-First
People-First Language
Language –– is is used
used to
to speak
speak appropriately
appropriately
and
and respectfully
respectfully about
about an
an individual
individual with
with aa disability.
disability.

 No
No generic
generic labels
labels

 Emphasize
Emphasize abilities;
abilities; not
not limitations
limitations

 No
No euphemisms
euphemisms

 No
No implication
implication of
of illness
illness of
of suffering
suffering

People First Language Language to Avoid

Person with a disability The disabled, handicapped
Person with an intellectual, cognitive Retarded, slow, moronic, defective, afflicted,
developmental disability special person
Person with an emotional or behavioral Insane, crazy, psycho
disability, person with a mental health or a
psychiatric disability
Dealing with Learners with Exceptionalities

B.)
B.) Brief
Brief and
and simple
simple instructions
instructions
C.)
C.) Clear
Clear definition
definition of
of course
course requirements,
requirements, the
the dates
dates of
of exams
exams
and
and deadline
deadline of
of assignments.
assignments.
D.
D. Handouts
Handouts andand visual
visual aids
aids and
and study
study guides
guides
E.
E. Several
Several examples
examples andand demonstrations
demonstrations
F.
F. Consultation
Consultation time
time
G.
G. Asking
Asking and
and providing
providing assistance
assistance
H.
H. Encouragement
Encouragement
I.I. Patience,
Patience, patience,
patience, patience
patience and
and PATIENCE!
PATIENCE!
Recognizing a Learners with a Learning Exceptionalities

Learners with
Learning Exceptionalities

Have average or above Have processing

average ability (thinking difficulties
and reasoning)

Demonstrate below Demonstrate a significant

average academic difference between
achievement achievement and ability
How can I make adjustments to instruction and assessment
to help this student achieve intended learning outcomes
in a way that does not require excessive effort on the
part of the student or excessive supports from the adults?
 Universal Design for Learning

Adaptations

Differentiated Formative Assessment

Instructions: Response to Intervention

Direct Instructions

Early Intervention

Learning Strategies

Technology
 Differentiated Instructions:
recognizes and accommodates varied learning styles focusing
Universal Design for Learning on social participation and inclusion

Adaptations designed to accommodate a student’s needs

uses feedback from the continuous monitoring of

Formative Assessment student progress

Response to Intervention will use interventions (a set of teaching procedures)

Direct Instructions particular skill or content to be learned is presented explicitly

monitoring student response to instruction and documenting

Early Intervention difficulties

Learning Strategies maximize student strengths and provide structures

Technology personalize the learning experience

Thank You!!!