MODULE 6:

LEARNERS WITH
EXCEPTIONALITIES

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 Giftedness

B. Behavioral Difficulties E.

Physical Disabilities and Health

C. Impairments
A. Cognitive or Academic Difficulties
a.) Learning Disabilities – perception,
language, memory or 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 di brain-based condition affecting plan a
physical act of writing sabilities involving math nd 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 resista •Exhibits difficulty using steps •Tracking. Difficulty in following a movi
• Trouble following a nce and frustrations involved in math operations ng object smoothly with eyes without
sequence of directions while writing moving head excessively. Tendency t
• Difficulty organizing • Large gap between •Challenged making change or o lose the place while reading.
thoughts when speaking written ideas and un handling money
derstanding demonst
rated through
speech
A. Cognitive or Academic Difficulties
b.) ADHD (Attention-Deficit Hyperactivity Disorder)
– inattention, distractibility; with or without
hyperactivity
A. Cognitive or Academic Difficulties
c.) Speech and Communication Disorders – spoken
language including voice disorders (e.g. difficulties
pronouncing sounds or articulation disorders, and
stuttering)
B. Social/Emotional and Behavioral Difficulties

a.) Autism – social skills, repetitive behaviors,

speech and non-verbal communication
B. Social/Emotional and Behavioral Difficulties

b.) Mental Retardation – sub-average intelligence

and deficits in adaptive behavior (imbecile)
B. Social/Emotional and Behavioral Difficulties

c.) Emotional/Conduct Disorders – presence of

emotional states like depression and aggression
disturbing learning and performance in school
C. Physical Disabilities and 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
 D. 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
 E. Giftedness

•Speaks of talent, 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
 E. Giftedness
Six areas where 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
 Dealing with Learners with 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 Retarded, slow, moronic, defective, afflicted,
pmental disability special person
Person with an emotional or behavioral disa Insane, crazy, psycho
bility, person with a mental health or a psych
iatric disability
Dealing with Learners with 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!
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!!!