Typology of Learners with Special Needs
“ Know the Types and Know Your Rights ”
INTRODUCTION
"Beware Stereotypes"
MACAPILLAR
Learning Objectives: At the end of the topic the learner will be able to:
LO 1 Distinguish the different types, identifications, etiologies, causes,
characteristics of learners who have special needs;
LO 2 Describe the different types and levels/degrees, etiologies, causes, and
characteristics of these learners;
LO 3 Explain the salient meaning of learners with learning, physical and
intellectual disabilities;
LO 4 Demonstrate knowledge of teaching strategies that are inclusive of learners
with special needs
DISABILITY
MACAPILLAR
DISABILITY
is any condition that makes it more difficult for a person to do
certain activities or interact with the world around them. These
conditions, or impairments, may be cognitive, developmental,
intellectual, mental, physical, sensory, or a combination of
multiple factors. Impairments causing disability may be present
from birth or occur during a person's lifetime.
MACAPILLAR
A. Learners with
Intellectual Disability
SONGSONG
FOOD FOR THOUGHT:
SONGSONG
Learners with Intellectual Disability
Formerly labeled “mental retardation,”
The term 'intellectual disability' refers to a group of conditions caused by
various genetic disorders and infections. Intellectual disability is usually
identified during childhood, and has an ongoing impact on an
individual’s development.
An intellectual disability is a significant limitation in a student’s
cognitive functioning and daily adaptive behaviors (Schalock &
Luckasson, 2004; American Association on Mental Retardation, 2002)
development.
SONGSONG
Characteristics:
1. Mild range with an IQ of 50 to 70.
2. Limitations in intellectual functioning and limitations in adaptive behavior
3. Delays in cognitive, social, and adaptive behavior skills within
typical classroom settings
There are four levels of ID:
◦Mild intellectual disability
◦Moderate intellectual disability
◦Severe intellectual disability
◦Profound intellectual disability
SONGSONG
Identifications
failure to meet intellectual milestones
sitting, crawling, or walking later than other children
problems learning to talk or trouble speaking clearly
memory problems
inability to understand the consequences of actions
inability to think logically
childish behavior inconsistent with the child’s age
lack of curiosity
learning difficulties
IQ below 70
SONGSONG
Levels of intellectual disability
Mild intellectual
disability
◦ taking longer to learn to talk, but communicating well once they know how
◦ being fully independent in self-care when they get older
◦ having problems with reading and writing
◦ social immaturity
◦ increased difficulty with the responsibilities of marriage or parenting
◦ benefiting from specialized education plans
◦ having an IQ range of 50 to 69
ENPICTANA
Levels of intellectual disability
Moderate intellectual
disability
◦ are slow in understanding and using language
◦ may have some difficulties with communication
◦ can learn basic reading, writing, and counting skills
◦ are generally unable to live alone
◦ can often get around on their own to familiar places
◦ can take part in various types of social activities
◦ generally having an IQ range of 35 to 49
ENPICTANA
Levels of intellectual disability
Severe intellectual
disability
Symptoms of severe ID include:
◦ noticeable motor impairment
◦ severe damage to, or abnormal development of, their central
nervous system
◦ generally having an IQ range of 20 to 34
ENPICTANA
Levels of intellectual disability
Profound intellectual
disability
◦ inability to understand
◦ possible immobility
◦ incontinence
◦ very basic nonverbal communication
◦ inability to care for their own
◦ the need of constant help and supervision
◦ having an IQ of less than 20
ENPICTANA
Cerebral palsy
Cereb ra l p alsy (C P ) is a g ro up o f
diso r d e r s th at a ffe ct a p e rs o n ’s
Cerebral means having
ab ilit y to m o v e a n d m ain ta in to do with the brain.
balance and posture. Palsy means weakness
or problems with using
the muscles.
SUDE
Four main types of Cerebral Palsy:
Spastic Cerebral Palsy
- stiff muscles
Dyskinetic Cerebral Palsy
- uncontrollable movements
Ataxic Cerebral Palsy
- poor balance and coordination
Mixed Cerebral Palsy
- mixed CP is spastic-dyskinetic CP
SUDE
Causes and Risk Factors
• CP is caused by abnormal development of the brain that
affects a child’s ability to control his/her muscles.
• CP related to brain damage that occurred before or during
birth is called congenital CP.
SUDE
(Three) 3 early signs of cerebral palsy:
Developmental delays - The child is slow to reach milestones
Abnormal muscle tone - Body parts are floppy
Abnormal posture - The child might also use one side of the body
more than the other when reaching.
SUDE
How to Make Classrooms more Inclusive for
Students with Cerebral Palsy
Change up
Use Assigned
Instructional
Seating
methods
SUDE
How to Make Classrooms more Inclusive for
Students with Cerebral Palsy
Provide No Tolerance
choice bullying
Collaborate
with Teachers
& Parents
SUDE
Trisomy 21 (Downsyndrome)
• Trisomy 21 is the most common chromosomal
anomaly in humans,
• Also known as Down syndrome, trisomy 21 is a
genetic condition caused by an extra chromosome.
• The disorder was first identified in 1866 by John
Langdon Down, a British physician.
BARANDINO
Certain medical problems and may develop:
Congenital heart disease
Epilepsy
Gastrointestinal
Hearing loss abnormalities
Speech apraxia Musculoskeletal and
(difficulty making movement problems
speech sounds) Spine disorders such as
Sleep disorders scoliosis, kyphosis or
Feeding disorders lordosis
Developmental Endocrinologic
disabilities disorders
BARANDINO
Sign and Symptoms
Distinctive facial features
Mild to moderate intellectual disabilities
Heart, kidney and thyroid issues
Numerous respiratory infections, from colds
to bronchitis and pneumonia
Skeletal abnormalities, including spine, hip,
foot and hand disorders
Flexible joints and weak, floppy muscles
Overly quiet baby
Less responsive to stimuli
Vision and hearing impairment
Inwardly curved little finger
Wide space between the great and second toe
NDINO
BARANDINO
Strategies in teaching
students with Trisonomy 21
In your language (both written and oral), put the
person before the disability.
Acknowledge how words can create barriers
Always speak directly to the student, using clear,
receptive, language and short sentences.
Place a strong emphasis on visual learning when
teaching reading to students with Down Syndrome.
Believe in your student's abilities
BARANDINO
Brina Maxino
BARANDINO
HOW FAR HAVE
WE GONE?
MACAPILLAR
Direction: Raise your hand if you know the correct answer.
Q.1) It's the most common genetic chromosomal disorder and cause of
learning disabilities in children.
a. Down Syndrome b. Cerebral Palsy
c. Depression d. Autism
MACAPILLAR
Q.2) People with cerebral palsy can have problems swallowing and
commonly have eye muscle imbalance, in which the eyes show
a. no focus b. blindness
c. poor vision d. responsive
MACAPILLAR
B. Learners with Learning
Disability
MALICSI
FOOD FOR THOUGHT
MALICSI
Learners with Learning Disability
• A learning disability is a neurological disorder. In simple terms, a learning
disability results from a difference in the way a person's brain is "wired."
Children with learning disabilities are smart or smarter than their peers.
• Learning disabilities that affect an individual’s understanding of what they
read or of spoken language. The ability to express one’s self with oral language
may also be impacted.
• A learning disability can't be cured or fixed;
• however, children with learning disabilities can succeed in school and go on
to successful, often distinguished careers later in life.
MALICSI
TRIVIA
"Not all great minds think alike."
Did you know that Albert Einstein couldn't read until he was nine?
Walt Disney, General George Patton, and Vice President Nelson
Rockefeller had trouble reading all their lives. Whoopi Goldberg and
Charles Schwab and many others have learning disabilities which
haven't affected their ultimate success.
MALICSI
Facts about learning Disabilities
Learning disabilities often run in families.
Learning disabilities should not be confused with other disabilities
such as autism, intellectual disability, deafness, blindness, and
behavioral disorders. None of these conditions are learning
disabilities. In addition, they should not be confused with lack of
educational opportunities like frequent changes of schools or
attendance problems. Also, children who are learning English do
not necessarily have a learning disability.
Attention disorders, such as Attention Deficit/Hyperactivity
Disorder (ADHD) and learning disabilities often occur at the same
time, but the two disorders are not the same.
MALICSI
Common Learning Disabilities
YBAÑEZ
Dyslexia
a language-based disability in
which a person has trouble
understanding written words. It
may also be referred to as reading
disability or reading disorder.
YBAÑEZ
Main causes of Dyslexia
Dyslexia risk factors include:
• A family history of dyslexia or other learning disabilities
• Premature birth or low birth weight
• Exposure during pregnancy to nicotine, drugs, alcohol
or infection that may alter brain development in the fetus
• Individual differences in the parts of the brain that
enable reading
YBAÑEZ
Strategies
Avoid obsessing with spelling and grammar
(SPAG) corrections
Provide lesson recordings
Allow extra time
Give clear instructions
Provide alternatives
YBAÑEZ
Dyscalculia
- a mathematical disability in
which a person has a difficult
time solving arithmetic
problems and grasping math
concepts.
YBAÑEZ
What causes dyscalculia?
1. GENETICS
2. BRAIN DEVELOPMENT
3. ENVIRONMENT
4. BRAIN INJURY
YBAÑEZ
Teacher & Classroom Accommondations for Dyscalculia
1.Provide them with a calculator during class and tests.
2. Allow extra time on tests.
3. Provide a quiet space to work.
4. Give them access to math apps and games that allow them to practice
essential skills in a fun way.
5. Sample problems should remain on the board.
6. Allow the use of multiplication tables.
7. Review what was taught previously before teaching new skills.
YBAÑEZ
Dysgraphia
– a writing disability in which a
person finds it hard to form letters
or write within a defined space.
YBAÑEZ
The cause of Dysgraphia
The disorder is unknown, but in adults, it is usually
associated with damage to the parietal lobe of the brain.
Dysgraphia is a neurological disorder characterized by
writing disabilities. Specifically, the disorder causes a
person's writing to be distorted or incorrect.
YBAÑEZ
How teaher can handle a students with Dysgraphia
Raised line papers
Speech text software
Allow audio recorder
Brainstorm writing ideas
Profread with students
YBAÑEZ
HOW FAR HAVE
WE GONE?
MACAPILLAR
Direction: Raise your hand if you know the correct answer.
Q.1) It's a language-based disability in which a person has trouble
understanding written words. It may also be referred to as reading
disability
a. Dyslexia b. Dyscalculia
c. Dysgraphia d. Auditory Disorder
MACAPILLAR
Q.1) It's a writing disability in which a person finds it hard to form
letters or write within a defined space
a. Dyslexia b. Dyscalculia
c. Dysgraphia d. Auditory Disorder
MACAPILLAR
C. Learners with Physical
Disabilities
ROQUE
FOOD FOR THOUGHT
ROQUE
Learners with Physical Disabilities
A physical disability is a physical condition that
affects a person's mobility, physical capacity,
stamina, or dexterity.
ROQUE
Visual impairment
Visual impairment, also known as
vision impairment is a decreased
ability to see to a degree that
causes problems not fixable by
usual means, such as glasses.
ROQUE
Common Causes of Visual Impairment
- glaucoma
- retinopathy of prematurity
- cataracts - retinal detachment
- diabetic retinopathy
- cortical visual impairment
- infection
- trauma.
ROQUE
Strategies for teachers
1. Encourage the student to use visual aids
2. Make sure lighting is suitable
3. eliminate the risk of glare from the desk and whiteboard
ROQUE
Hearing Impairment
Hearing impairment, or
hearing loss, occurs when you
lose part or all of your ability
to hear.
ROQUE
Common Causes of Hearing Impairment
- viral or bacterial infection
- physical damage to the ear
- head trauma
- circulatory system disorders
- genetic or inherited disorders
ROQUE
Strategies for teachers
1. seat themselves toward the front of the lecture
2. Use assistive listening devices
3. Ensure that any background noise is minimised.
ROQUE
Speech Impairment
- is a condition in which the ability to produce
speech sounds that are necessary to
communicate with others is impaired. Speech
impairments can be mild, such as occasionally
mispronouncing a couple of words, to severe,
such as not being able to produce speech sounds
at all.
CABO
Common Causes of Speech Impairment
- hearing loss,
- neurological disorders
- brain injury
- intellectual disabilities
- drug abuse,
- physical impairments such as cleft lip or
palate, and vocal abuse ormisuse.
CABO
Strategies for teachers
1. Reduce unnecessary classroom noise as much as possible
2. Provide verbal clues often
3.Speak clearly and deliberately
CABO
Multiple Impairment
Multiple disabilities means a student has
more than one serious disability which
may affect mobility, behavior, emotion or
sensory abilities.
CABO
Common Causes of Multiple Impairment
- traumatic brain injury (TBI),
- genetic disorder
- chromosomal abnormality
- premature birth
- developmental delay
CABO
Strategies for teachers
1. Believe in the student‘s ability to learn something new they can do it
2. Give plenty of wait time when looking for a student response
3. Work with the Speech & Language Therapist to determine what type of
communicator the student is.
CABO
HOW FAR HAVE
WE GONE?
MACAPILLAR
Direction: Choose and raise your hand if you know the correct answer.
Q1) This is defined as a combination of severe educational
problems that cannot be accommodated in special education
programs.
a. Auditory impairments c. visual impairments
b. speech impairments d. multiple impairments
MACAPILLAR
Q.2) This can be observed in children with difficulties in
talking, understanding, reading and writing.
a. Auditory impairments c. visual impairments
b. Speech impairments d. multiple impairments
MACAPILLAR
Teaching Tips and Strategies
Set the tone from day one
Structure lesson plans to support inclusivity
Communicate clearly with students and parents
Partner students with disabilities with students who do
not have disabilities
Make yourself available
CONCLUSION
SALAMAT P0
