Exceptionalities ii

INTRODUTION TOINTRODUTION TO
DIFFERENTLY- ABLEDIFFERENTLY- ABLE
CHILDREN AND REGULARCHILDREN AND REGULAR
CLASSROOMCLASSROOM
Session.Session.
BYBY
Munawar ZamanMunawar Zaman

Warm up activity; ToolkitWarm up activity; Toolkit

 Wright your family name in the lower leftWright your family name in the lower left
corner of the paper and your name in thecorner of the paper and your name in the
upper right corner.upper right corner.
 Wright your age on the mid of the bottomWright your age on the mid of the bottom
edgeedge
 Divide your age by two and write in theDivide your age by two and write in the
upper left corner.upper left corner.
 Draw eight circles across the middle ofDraw eight circles across the middle of
the pagethe page

 Draw a triangle inside the middle of theDraw a triangle inside the middle of the
second, forth and seventh circles.second, forth and seventh circles.
 Make a cross in the first and sixth circlesMake a cross in the first and sixth circles
and put your pen down.and put your pen down.

Children with Learning
Disabilities
 Learning disability is a neurological
condition that interferes with a person’s
ability to store, process, or produce
information. It can affect one’s ability to
read, write, speak, spell, compute math,
reason and also affect a person’s
attention, memory, coordination, social
skills and emotional maturity.

Common learning disabilities include:
Dyslexia – a language-based disability in
which a person has trouble with specific
language skills, particularly reading.
Dyscalculia – a mathematical disability in
which a person has a difficult time solving
arithmetic problems and grasping math
concepts.
Dysgraphia – a writing disability in which a
person finds it hard to form letters, write
within a defined space and express ideas.

Characteristics
 have trouble learning in alphabet,
rhyming words, or connecting letters to
their sounds.
 made many mistakes when reading
aloud, and repeat and pause often.
 Can’t understand what he or she reads.
 have real trouble with spelling.
 have very messy handwriting or hold a
pencil awkwardly.

 struggle to express ideas in writing.
 learn language late and have a limited
vocabulary.
 mispronounce words or use a wrong
word that sounds similar.
 not follow the social rules of
conversation.
 confuse the math symbols and read
wrong numbers.

Children with Emotional
Disturbance
 An emotionally disturbed child has
certain inner tensions which create
anxiety, frustration, fears and impulsive
behavior.
 Characteristics:
 An inability to learn which cannot be
explained by health, sensory, or
intellectual factors.

 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 mood of unhappiness or
depression.
 A tendency to develop physical symptoms or
fears associated with personal and school
problems.

Children with Behavioral
Disabilities/Disturbances
 Children with behavioral disabilities often
display one Or more than one types of
extreme behavior: withdrawal,
aggression, or hyperactivity.
Characteristics:
 uses aggressive behavior to deal with most
situations
 withdraws or stays quiet and passive most of
the time

 shows excessive activity, restlessness,
or inability to stick with something
 shows extreme fear and anxiety
 doesn't seem to recognize basic feelings
of happiness, sadness, anger, or fear
 may not want to be touched

 Intellectual giftedness is an
intellectual ability significantly higher than
average. It is different from a skill, in that
skills are learned or acquired behaviors.
Like a talent, intellectual giftedness is
usually believed to be an innate,
personal aptitude for intellectual activities
that cannot be acquired through personal
effort.

 Very Observant
 Extremely Curious
 Excellent memory
 Long attention span
 Excellent reasoning skills
 Well-developed powers of abstraction,
conceptualization, and synthesis
 Quickly and easily sees relationships in
ideas, objects, or facts
 Elaborate and original thinking

Nutrition Deficient/Malnutrition
Children
 Malnutrition is the condition that results
from taking an unbalanced diet. In most
of the world, malnutrition is present in the
form of under-nutrition. In most
developing or under-developing countries
like Pakistan balanced or good diet is
main cause of children absenteeism from
the school. They are not performing
equally as compare to those children
having balanced or sufficient calories of
food.

Characteristics:
 Physically weak.
 Mostly absent due to health problems
 Child with slow growth.
 Economically weak families children.
 Child not consuming adequate calories
and protein for growth and maintenance.
 Child with abnormal nutrient loss or
increased energy expenditure.

Socio-economic
deprived
 The reduction or prevention of culturally
normal interaction between an individual
and the rest of society due to social and
economic factors.

 These children are excluded from the
mainstream social benefits as a result of
social policy and practice.
 In Pakistan 3.3 million children are
involved in child labor.
 Majority of the child workers is
concentrated in the invisible sector of the
economy and thus remain hidden from
the statistical and planning procedures

Major types of socially deprived children
comprises on:
 Children with poverty
 Children based on minorities
 Gender based
 Religious group
 Culturally disadvantaged
 Socially diverse

 One billion people in the world live in
absolute poverty, surviving on less than
$1 a day.
 Often they cannot afford the cost of
schooling, and need their children to
work to help support the family.
 Some 250 million children between the
ages of 5 and 17 – or one in every six
children in the world – are working .
(UNESCO)

Exceptionalities ii

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