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Understanding Categories of Exceptionalities.pptx
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- 2. TERMINOLOGY: Exceptional Learners - Learnerswho 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.
- 3. Cognitive or Academic Difficulties Social/ Emotional and Behavioral Difficulties Physical Disabilitiesand Health Impairments Sensory Impairments Giftedness Exceptionalities Jeanne Ellis Ormrod’s Educational Psychology (2000)
- 4. CATEGORIES OF EXCEPTIONALITIES ByJeanne Ellis Ormrod’s Educational Psychology (2000) Cognitive or Academic Difficulties Social/Emotional and Behavioral Difficulties Physical Disabilities and Health Impairments Sensory Impairments Giftedness A. B. C. D. E.
- 5. 1. Cognitive orAcademic Difficulties a.) Learning Disabilities – perception, language, memory or metacognition Dyslexia – reading disorder Dysgraphia – writing disorder Dyscalculia – arithmetic disorder Dyspraxia – psychomotor disorder
- 6. 1. Cognitive orAcademic Difficulties Dyslexia Dysgraphia Dyscalculia Dyspraxia difficulty with reading difficulty with the physical act of writing wide range of lifelong learning di sabilities involving math brain-based condition affecting plan a nd coordinate physical movement • Trouble sounding out words • Difficulty in memorizing sight words • Avoiding reading aloud • Confusing the order of the letters • Trouble following a sequence of directions • Difficulty organizing thoughts when speaking • Tight awkward pencil grip and body position • Illegible handwriting • Tiring quickly while writing • High levels of resista nce and frustrations while writing • Large gap between written ideas and un derstanding demonst rated through speech •Shows difficulty understanding concepts •Difficulty understanding and completing word problems •Exhibits difficulty using steps involved in math operations •Challenged making change or handling money •Poor balance. Difficulty in riding a bicycle going up and down hills •Poor manipulative skills. Difficulty with typing, handwriting and drawing •Tracking. Difficulty in following a movi ng object smoothly with eyes without moving head excessively. Tendency t o lose the place while reading.
- 7. 1. Cognitive orAcademic Difficulties b.) ADHD (Attention-Deficit Hyperactivity Disorder) – inattention, distractibility; with or without hyperactivity
- 8. 1. Cognitive orAcademic Difficulties c.) Speech and Communication Disorders – spoken language including voice disorders (e.g. difficulties pronouncing sounds or articulation disorders, and stuttering)
- 9. 2. Social/Emotional andBehavioral Difficulties a.) Autism – social skills, repetitive behaviors, speech and non-verbal communication
- 10. 2. Social/Emotional andBehavioral Difficulties b.) Mental Retardation – sub-average intelligence and deficits in adaptive behavior (imbecile)
- 11. 2. Social/Emotional andBehavioral Difficulties c.) Emotional/Conduct Disorders – presence of emotional states like depression and aggression disturbing learning and performance in school
- 12. 3. Physical Disabilitiesand Health Impairments a.) Physical and health impairments – affects individual’s energy and strength, mental alertness and muscle control. b.) Severe and multiple disabilities – presence of two or more different types of disabilities
- 13. 4. Sensory Impairments a.)Visual Impairments – malfunction of the eyes or optic nerves that prevent normal vision even •Myopia (farsightedness) •Hyperopia (nearsightedness) •Astigmatism b.) Hearing Impairments (otherwise known as hearing loss) – malfunction of the ear or auditory nerves that hinders perception of sounds within the frequency range of normal speech
- 14. 5. Giftedness •Speaks oftalent, which includes all areas of a child’s life: academic, artistic, athletic and social. (US Dep’t. of Education, 1993) •Involves significantly high levels of cognitive development
- 15. 5. Giftedness Six areaswhere giftedness could be found: Creative thinking Leadership General Intellectual Ability Psychomotor Specific academic ability Visual/Performing Arts Characteristics: • Perfectionists and idealistic • Heightened sensitivity to their own expectations and those of others • Maturity beyond age • Problem solvers • Abstract thinkers
- 16. Dealing with Learnerswith Exceptionalities A. People-First Language – is used to speak appropriately and respectfully about an individual with a disability. No generic labels Emphasize abilities; not limitations No euphemisms No implication of illness of suffering People First Language Language to Avoid Person with a disability The disabled, handicapped Person with an intellectual, cognitive develo pmental disability Retarded, slow, moronic, defective, afflicted, special person Person with an emotional or behavioral disa bility, person with a mental health or a psych iatric disability Insane, crazy, psycho
- 17. Dealing with Learnerswith Exceptionalities B.) Brief and simple instructions C.) Clear definition of course requirements, the dates of exams and deadline of assignments. D. Handouts and visual aids and study guides E. Several examples and demonstrations F. Consultation time G. Asking and providing assistance H. Encouragement I. Patience, patience, patience and PATIENCE!
- 18. Recognizing a Learnerswith a Learning Exceptionalities Learners with Learning Exceptionalities Have processing difficulties Demonstrate a significant difference between achievement and ability Demonstrate below average academic achievement Have average or above average ability (thinking and reasoning)
- 19. How can Imake 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?
- 20. Differentiated Instructions: Universal Design forLearning Adaptations Learning Strategies Formative Assessment Response to Intervention Direct Instructions Early Intervention Technology
- 21. Differentiated Instructions: Universal Designfor Learning Adaptations Learning Strategies Formative Assessment Response to Intervention Direct Instructions Early Intervention Technology recognizes and accommodates varied learning styles focusing on social participation and inclusion designed to accommodate a student’s needs uses feedback from the continuous monitoring of student progress will use interventions (a set of teaching procedures) particular skill or content to be learned is presented explicitly monitoring student response to instruction and documenting difficulties maximize student strengths and provide structures personalize the learning experience
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