CHAPTER 6

LEARNERS WITH
ADDITIONAL NEEDS
At the end of this chapter,
you will be able to:

•Identify the various additional needs

learners might have
•Differentiate the additional needs
from one another
•Recognize the characteristics of
learners with additional needs;
Learners who are gifted and talented

•Are students with higher abilities than average are

often referred as gifted students.
•Are students whose talents, abilities, and
potentials are developmentally advanced.
•They require special provisions to meet their
educational needs.
•They often finish tasks ahead and might ask for
more creative tasks or exercises.
•Exciting and energizing activities should be
provided to continuously keep them motivated.
•Are students with exceptional abilities from all
socioeconomic, ethnic, and cultural populations.
• GIFTED- students with extraordinary abilities in
various academic areas
•TALENTED- focuses on students with extraordinary
abilities in specific area.
THERE IS ALSO ANOTHER WAY TO LOOK INTO
GIFTEDNESS WHICH IS CONCEPTUALIZED BY
GARDNER IN 1993.
TO IDENTIFY GIFTED AND TALENTED
STUDENTS:

Locate the domain of

giftedness
Describe the students’ level of
giftedness
Describe the students’ fields of
talent
LEARNING
CHARACTERISTICS
 High level of intellectual curiosity
 Reads actively
 High degree of task commitment
 Keen power observation
 Highly verbal
 Gets bored easily
 Can retain and recall information
 Excited about learning new concepts
 Independence of learning
 Good comprehension of complex context
 Strong, well developed imagination
 Look for new ways to do things
 Often gives uncommon responses to common questions
GENERAL EDUCATIONAL ADAPTATIONS
 Teachers may give enrichment exercises that will allow
learners to study the same topic at a more advanced level.
 Acceleration can let students who are gifted and talented
can move at their own pace thus resulting at times to in
completing two grade levels in one school year.
 Open-ended activities with no right or wrong answers can
be provided, emphasizing on divergent thinking wherein
there are more possibilities that pre-determined answers.
 Leadership roles can be given to gifted students since
studies have shown that gifted students are often socially
immature.
 Extensive reading on subjects of their own interest may
be coordinated with the school librarian to further
broaden their knowledge.
 Long term activities may be provided, that will give the
gifted students an oppurtunity to be engaged for and
extended period of time.
II. LEARNERS WITH DIFFICULTY SEEING
 Are students with hampered or restricted vision.
 Are students with issues regarding sight that
interfere with academics.
 Are students with impairment in vision that even
with correction, adversely affects a child’s
educational performance, which includes both
partial sight and blindness.
 These students may need to have their eyesight
corrected by wearing or other optical devices.
IDENTIFICATION
 PHYSICAL SIGNS- crossed eyes, squinting, and eyes
that turn outwards
 They may also be clumsy, usually bumping into objects
which causes them to fall down.
 They like to sit near the instructional materials or at
times would stand up and go near the visual aids.
 Poor eye-hand coordination (handwriting)

 Poor performance in sports activities

 Difficulty reading and writing

LEARNING CHARACTERISTICS
 Students have restricted ways to learn
incidentally from their surroundings since
most of them learn through visual cues.
 Other senses are used to acquire
knowledge
 Due to the limited ability to explore the
environment, low motivation to discover
is present.
GENERAL EDUCATIONAL ADAPTATIONS
Modification in teaching is needed to accommodate
students with difficulty seeing. The following strategies
may be considered.

 If the use of books is part of your lesson, students with

difficulty seeing should be informed ahead of time so
that they can be ordered in braille or in an audio
recorded format.
 Portions of textbooks and other printed materials may be
recorded so that visually-impaired students can listen
instead of focusing on the visual presentation.
 All words written on the board should be read clearly.
 Students with difficulty seeing should be seated near the board
so that they can easily move close to the instructional
materials during the lesson.
 A buddy can be assigned to a student with difficulty seeing as
needed. This can be crucial to assist in the mobility of the
student such as going to the other places in school during the
day.
 Students with difficulty seeing might need more time to
complete a task or homework. This might be on a case to case
basis.
 Teachers should be aware of terminology that would require
visual acuity (such as over there or like this one) which the
impaired student may not possess.
 Teachers should monitor the students closely to know who
needs extra time in completing the tasks.
III. LEARNERS WITH DIFFICULTY
HEARING
 Students with an issue regarding hearing that interferes
with academics.
 It is an impairment of hearing, whether permanent or
fluctuating, that adverseley affects a childs educational
performance but is not included under the definition of
deafness (hearing loss above 90 decibels)
 A hearing loss below 90 decibels

 The main problem of students with hearing impairment

is communication.
LEARNERS WITH DIFFICULTY HEARING
Factors affecting their communication skills:

 Intelligence
 Personality

 Degree and nature of deafness

 Residual hearing

 Family environment

 Age of onset
IDENTIFICATION
 Speaking loudly
 Positioning ear toward the direction of the one speaking

 Asking for information to be repeated again and again

 Delayed development of speech

 Watching the face of the speaker intently

 Favoring one ear

 Not responding when called

 Has difficulty following direction

 Does not mind loud noises

 Leaning closes to the source of sounds

LEARNING CHARACTERISTICS
 Miss out daily conversations causing to have limited
experiences
 Deficiencies in language

 Most learners with difficulty hearing use various methods of

communication: hearing aids, combined with lip-reading
(oral)
 They might have delayed communication skills since the
development of vocabulary is slower
 They understand the concept when the sentence structure is
simpler.
 Interacting to students can be a challenge so they prefer
working on their own
 Some use note-takers.
GENERAL EDUCATION ADAPTATION
 Teachers should help students with difficulty hearing to use the residual
hearing that may have.
 Teachers should help students developed the ability for speech reading or
watching other’s lips, mouth, and expressions.
 Teachers should be mindfull to face the class at all times when presenting
information while ensuring that the students with difficulty hearing sit near
them.
 Exaggerating the pronounciation of words should not be done for it just makes
it difficult for the student with difficulty hearing.
 Directions, as well as important parts of the lesson, should always be written
on the board.
 Written or pictorial directions instead of verbal directions may be given
 Steps to an activity may be physically acted out instead of verbally given
 A variety of multi-sensory activities should be given to allow the students to
focus on their learning strengths.
 Teachers should be more patient when waiting to hear a response from a
hearing-impaired students which may take longer than usual.
IV. LEARNERS WITH DIFFICULTY
HEARING
Some learners are observed to have
difficulty communicating, either verbally
expressing their ideas and needs and/or in
understanding what others are saying.
Some may have a cilinical diagnosis of a
disability while other displays
developmental delays and difficulty in
speech and language domain.
A. DEFINITION : TYPES OF COMMUNICATION
IMPAIRMENTS AND DISORDERS
 COMMUNICATION- an interactive exchange of
information, ideas, feelings, needs , and desires between
and among people
 SPEECH- expression of language with sound or oral
production. Speech is produced through precise
physiological and neuromuscular coordination
1. respiration (act of breathing)
2. phonation ( production of sounds by the larynx and
vocal folds)
3. Articulation (use of lips, tongue, teeth, and hard and soft
palates to speek)
 LANGUAGE- used for communication, a formalized
code used by a group of people to communicate with one
another, that is primarily arbitrary.

 THE FIVE DIEMNSIONSOF LANGUAGE THAT

DESCRIBE ITS FORMS.
 PHONOLOGY- refers to the sound system of a
language. A phoneme is the smallest unit of sound within
a language.
 MORPHOLOGY- refers to the smallest unit of language
that has meaning and which are used to combine words.
Sounds, syllables, or whole words are examples of
morpheme.
 SYNTAX- is the system of rules governing the
meaningful arrangement of words, which also include
grammar rules.
 SEMANTICS- refers to the meaning associated with
words and combined words in a language. This also
includes vocabulary, concept development, connotative
meaning of words, and categories
 PRAGMATICS- revolves around the social use of
language, knowing what, when, and how to
communicate and use language in specific context. 3
kinds of pragmatics skills
1. using language for different purposes
2. changing language according to the context
3. following rules for conversations and story-telling
SPEECH IMPAIRMENTS- are communication disorders
such as stuttering, impaired articulation, and language
voice impairment.

4 BASIC TYPES OF SPEECH IMPAIRMENTS

 ARTICULATION DISORDER- a child is unable to

produce a given sound physically, severe articulation
disorder may render a childs speech unintelligible.
 PHONOLOGICAL DISORDER- a child produces
multiple patterns of sound errors with obvious
impairment of intelligibility.
 FLUENCY DISORDER- difficulties with the
rhythm and timing of speech. Stuttering is an
example marked by rapid-fire repititions of
consonant or vowel sounds especially at the
beginning of words, prolongations, hesitations,
interjections, and complete verbal blocks.
 VOICE DISORDER- problems with the quality
or use of one’s voice resulting from disorder of
the larynx. Voice may be excessively hoarse,
breathy, or too high pitched.
 LANGUAGE DISORDERS- involves problems in one or more of
the five components of language and are often classified as
expressive or receptive. Language disorders are characterized by
persistent difficulties in acquiring use of language that result
from deficits in comprehension that include reduce vocabulary,
limited sentence structure, and impairments in discourse, that
limit a child’s functioning.
TYPES OF LANGUAGE DISORDERS
 EXPRESSIVE LANGUAGE-DISORDER- interferes with the
production of language. A child may have limited vocabulary
that impacts communications skills or misuses words or phrases
in sentences.
 RECEPTIVE LANGUAGE DISORDER- interferes with the
understanding of language. A child may have difficulty
understanding spoken sentences or following the directions a
teacher gives. Some children may found both combination of
these language disorders.
AUTISM SPECTRUM DISORDER (ASD) also displays speech and
language Difficulties. ASD is an umbrella term for related disorders
that affect social development and communication. Students with
ASD display a triad of Impairments in social relationships, social
communication, and social Understanding.
COMMUNICATION DIFFICULTY
 Communication difficulty is oftentimes one of the most
common red flags observed by family members, daycare
workers, and early childhood teachers. Noted absence,
delays, and difficulties in speech and/or language often
prompt family members to consult their general
pediatrician who then makes referrals to developmental
pediatricians and other specialists.
 To screen children with communication difficulties, early
childhood professionals use questionnaires and
developmental checklists to determine the severity of the
delay as compared with typicallanguage development.
Upon screening, a child may receive educational
supports and accommodations to help address the delay.
If the difficulty is pronounced, referrals can already be
made to developmental pediatrician and a speech and
language pathologist. At times, referrals are also made to
an occupational therapist if speech difficulty is resulting
from motor problems.
 Case history and physical examination

Assessment always begins with the case history that

provides the specialist the necessary background about the
child's birth and developmental history, health record,
achievement test scores, and adjustment in school. The
specialist examines the child's Oral-Peripheral Mechanism
which includes the mouth, noting Irregularities in the
tongue, lips, teeth, palate, or other structures that may
affect speech production
HEARING
 Hearing is tested to determine whether an organic
hearing problem is the cause of the suspected
communication disorder, as discussed in the previous
section. Thus, hearing impairment needs to be treated to
develop speech and language skills
ARTICULATION
 A child's articulation skills are assessed, which includes
identifying speech errors (see Table 6.2).
PHONOLOGICAL AWARENESS AND
PROCESSING
 Phonological awareness and processing skills provide
the foundation for beginning to read in young children
(Adams 2013). Children with difficulties in processing
sounds in language as well as in hearing, segmenting,
and identifying phonemes in words may experience
problems with expressive and receptive spoken language
as well as in learning how to read.
OVERALL LANGUAGE DEVELOPMENT
AND VOCABULARY
 Formal tests may be used to measure a child's overall
language development and vocabulary as these affect
how well a child is able to understand and use language
in spontaneous speech and in academic settings.
ASSESSMENT OF LANGUAGE FUNCTION
 Language is used to serve several functions such as to
request, name, imitate, ask, and converse among others.
B. F. Skinner (Sundberg 2007 cited in Heward 2013),
emphasized how language is used rather than the
structure and form of language
LANGUAGE SAMPLES AND
OBSERVATION IN NATURAL SETTINGS
 Language difficulties may also be identified through
play-based, authentic assessment where a specialist plays
with a child during which spontaneous speech and
verbalizations can be elicited. Observations in natural
settings, such as a child's home or school, allows the
specialist to sample the child's language in daily
activities and observe parent and child interaction and
communication as part of holistic assessment.
 Assessments in speech, language, and communication
must take into consideration the student's cultural and
language context, particularly for children growing up in
bilingual environments. At this point it is essential to
diffrentiate English Languages Learners (ELL) from
children with diagnosed communication disorder. ELLs
are proficient in their mother tongue or first language in
both expressive and receptive languages tasks: on the
other hand, such as English.
C. LEARNING CHARACTERISTICS

 Children with communication disorders frequently

struggle across social settings, whether at home, school,
or in other places in the community. Some of the
difficulties that characterize communication
disordemnity presented in Table 6.3
TABLE 6.3. LANGUAGE DIFFICULTIES
Expressive Language Receptive language
Difficulties Diffuculties

Limited vocabulary Following oral directions

Incorrect grammar or syntax Understand humor or figurative language
Expressive repetition of information Comprehending compound and complex
sentence
Difficulty in formulating questions
Responding to questions appropriately
GENERAL EDUCATIONAL ADAPTATIONS
Different strategies and accommodations may be used to
provide a level playing field for children with communication
difficulties or disorders.

1. UDL (UNIVERSAL DESIGN FOR LEARNING)

use of UDL in the classroom allows children to learn
information, demonstrate understanding, and stay engaged in
multiple ways. Because of weaknesses resulting from
communication difficulties or disorders, teaching and
learning practices as well as assessment should be presented
in different modalities, such as visual, auditory, and
kinesthetic-motor or tactile.
2. PRACTICAL TIPS FOR THE CLASSROOM
1.Allow the child to sit near the teacher and the blackboard, away from auditory and visual
distractions such as the window and the door.
2.Get the child’s attention before giving directions. Call the child’s name or use a pre-arranged
signal (e.g., tap on the table or hand on the shoulder) to help the child focus and listen to the
directions.
3. Use pictures, chart, and other visual aids when explaining content to supplement auditory
information.
4. Speaks slowly and clearly without exaggerating speech.
5. Simplify directions into shot steps. Break down multi-step directions and give each one at a
time instead of just repeating each one.
6. Provide a written copy of directions for a task so the child can refer back to it at his/her own
pace.
7. Use gestures to clarify information.
8. Use peer-mediated instruction so that peers without difficulties can serve as language models
and learning buddies.
9.Provide extra time to prepare for oral language activities. Do not call children with
communication difficulties/disorders to recite first in class. Call other typically developing
children first to server as language models
10. Model correct language forms and use appropriate wait times (3-5 seconds or more) to give
the child time to think and respond.
11. Explicitly teach vocabulary that is needed in the learning context to promote better
comprehension
V. LEARNERS WITH DIFFICULTI
MOVING/ WALKING
 When a child has difficulty moving or walking. The
physical domain is affected.

Examples:
DEVELOPMENTAL COORDINATION DISORDER-
refers to significant and persistent deficits in coordinated
motor skills that are significantly below expected typical
development.
DYSPRAXIA- used synonymously with developmental
coordination disorder, is a term often used by
occupational therapists.
 STEREOTYPIC MOVEMENT DISORDER- is
characterized by repetitive, seemingly driven and nonfunctional
motor behavior ( e.g., hand shaking or waving, body rocking,
head banging, self biting, hitting own body)
 CEREBRAL PALSY- refers to a disorder of movement and
posture that results from damage to the areas of the brain that
control motor movement.
 CLASSIFICATION OF CEREBRAL PALSY

CLASSIFICATION DESCRIPTION

MONOPLEGIA Only 1 limb affected (upper or lower)

HEMIPLEGIA 2 limbs affected

TIPLEGIA 3 limbs affected

QUADRIPLEGIA 4 limbed, both arms and legs, trunk and

face may also be impaired

DIPLEGIA Legs affected, less severe involvement of

arms

Impairment involves arms, less

DOUBLE HEMIPLEGIA involvement of legs
 DEVELOPMENTAL COORDINATION
DISORDER
 Identifying children with motor difficulties begins with
family members and early childhood practitioners.

DEVELOPMENTAL STAGE SIGNS

Early childhood Difficulty in tying shoelaces, buttoning,

using spoon and fork, getting dressed,
problems in jumping, skipping and
catching.

Tries to avoid sports, works in writing task

for long period of time in comparison to
School age typically developing peers.
GENERAL EDUCATIONAL
ADDAPTATIONS
 First and foremost, children with motor
difficulties and disabilities need primary
intervention with specialists.
 Physically accessibility of school and
classrooms to children with motor disabilities
is essential.
VI. LEARNERS WITH DIFFICULTY
REMEMBERING AND FOCUSING
 MEMORY FUNCTIONS- involves encoding storage and
retrieval of information over time.
 SHORT TERM MEMORY- a mental resource that allows for
storing information temporarily for only approximately.
 LONG TERM MEMORY- a mental resource that allows for
storing information for a long period of time.
 RETRIEVAL – a mental resource used to recall information
stored in long term memory.
 ATTENTION FUNCTION- involves focusing if mental
resources on a stimulus to a required time period.
 SUSTAINED ATTENTION- a mental resource used to maintain
attention for an extended period is also called vigilance.
 SELECTIVE ATTENTION- a mental resource that allows for
focusing on a specific stimulus that is important while ignoring
others.
 DIVIDING ATTEMTION- a mental resource that involves
focusing on one more activity or task simultaneously.
LEARNING DISABILITY (LD)

 According to Kirk et. AL., 2015 , they are

 Neurogically based problems

 He described LD as a heterogenous mix

 Gargiulo, 2012

 Intellectual functioning within normal range

 Not primarily caused by other disabilities

 TYPES DEFINITION
DYSLEXIA Difficulties with reading, spelling, and oral
reading fluency.

DYSCALCULIA Difficulties in math computation and

problem solving

DYSGRAPHIA Difficulties with handwriting and written

expression

ADHD
ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
 DSM-5 (American Psychiatric Association 2013)
provides the diagnostic criteria for ADHD, which
include inattention, hyperactivity and impulsivity, and a
combination of the two. For a child to be diagnosed with
ADHD, the observed behaviors should meet the
following criteria:
 •Display a persistent pattern for at least 6 months that
significantly
 •interferes with functioning or development

 •Observed in two or more settings (e.g., at home, school,

work; with friends or relatives; and in other activities)
 Several of the symptoms were present before the age of
12 years.
 The behaviors are not resulting from other disorders
(e.g.,s schizophrenia, anxiety disorder, personality
disorder, etc.)

More behavioral manifestations are presented in Table

6.9
TABLE 6.9 SIGNS OF ADHD
Inattention

 •Does not pay attention to details and works in a haphazard manner

resulting in careless mistakes (e.g., school tasks, at work, in other
activities)
 •Finds it difficult to sustain attention in tasks
 •Easily distracted and sidetracked by extraneous stimuli
 •Often does not follow through on instruction and fails to finish
schoolwork, chores, or duties in the workplace
 •Appears not to listen or distracted when spoken to directly
 •Has difficulty following instructions resulting in unfinished work
 •Shows a tendency to be forgetful in daily tasks and routines
 •Has problems in organizing tasks and activities
 •Tends to lose things that are needed for schoolwork and other
activities
Hyperactivity and Impulsivity

 •Often restless and fidgety and cannot seem to stay still

while sitting down
 •Often stands from seat to roam around the room
 •Often runs around or climbs in situations when sitting is
required
 •Often rather talkative, interrupts in conversations, and
blurts responses
 Finds it difficult to wait for one's turn in tasks and
activities
 •Impulsive with words and actions
 •May struggle in following instructions and rushes
through tasks
 In identifying students with LD, a discrepancy between
academic achievement and intelligence needs to be
established using tests that measure intelligence and
standardized achievement tests. Children with LD often
display average to above average intelligence but
perform below their grade placement in achievement
tests of reading, spelling, math, and written expression.
There are four components that are needed in identifying
students with ADHD:

 Medical examination
 Clinic interviews
 Use of teacher and parents rating scales
 Behavioral observations
MEDICAL EXAMINATION

 are needed to rule out the presence of sensory

impairment or middle ear infections that can cause
hearing problems. Other medical conditions such as
seizure disorders, brain tumors, and thyroid problem that
may be the underlying cause of the inattentive and/or
hyperactive behaviors also need to be ruled out (Barkley
& Edwards 2006 cited in Hallahan et al. 2014)
CLINIC INTERVIEWS
 with the parent/s provides the specialists with a holistic
perspective of the child and essential information about
the student's physical and psychological characteristics,
family and cultural background, and peer relationships.
An ecological approach in assessment is necessary to
rule out other contributing factors, like drastic changes in
family dynamics such as separation of parents,
unexpected deaths, and others that may be causing the
observed behaviors of inattention and/or hyperactivity.
USE OF TEACHER AND PARENTS
RATING SCALES

 used as additional tools to provide evidence of the

student's inattention, hyperactivity, and/or combination
of the two Standardized rating scales, such as the
Conners Rating Scales (Conners 2007 cited in Hallahan
et al. 2014), are used by clinical psychologists and
special education diagnosticians to identify the presence
of ADHD in a student
 DEVELOPMEN
LANGUAGE
WRITTEN LANGUAGE
LEARNERS CHARACTERISTICS

T
LEARNING
CHARACTERI
STICS

SKILLS
MATH
READING SKILLS
LANGUAGE DEVELOPMENT
 they often display delays in learning how to speak, have
difficulties in naming objects and retrieving words from
memory, and have limited vocabulary in comparison to
typically developing peers. Students with LD oftentimes
struggle with having to organize their thoughts that they
are unable to use precise words to express their ideas.
On the other hand, there are students with LD who are
better at oral expression in relation to their reading and
writing skills. Such students are better at expressing
themselves, at times rather fluently, but are unable to
transfer their thoughts to writing.
READING SKILLS

 students with dyslexia display delays and difficulties in

phonological processing, word reading/decoding,
spelling, and oral reading fluency. Fundamental to
reading is phonological awareness, or the knowledge that
all words can be segmented into phonemes (sounds) and
that the letters in a written word correspond to these
sounds
TABLE 6.10 SAMPLE ORAL READING AND
SPELLING OF A STUDENT WITH DYSLEXIA
Original Text

A litte girl ran from

the house to meet the
man

Students Oral reading

a let girl run form... farm the house to meet him
MATH SKILLS

 the difficulties manifest in relation to students' age and

grade (Shalev 2004). For instance, students in the first-
grade level have problems in the retrieval of basic math
facts and in computing exercises, while older children
display severe difficulties in learning the multiplication
table and understanding algorithms of the four basic
operations (addition, subtraction, multiplication, and
division
GENERAL EDUCATIONAL ADAPTATIONS
 UNIVERSAL DESIGN FOR LEARNING (UDL)
an approach that has been proven to be effective for
students with memory and focusing difficulties is the use
of explicit instruction of literary skills, comprehension,
and writing strategies.
3 PRINCIPLES OF UDL
 Multiple means of representation

E.g., use of reading materials that include rich visual

representation in the form of photos, graphic organizers,
diagrams, etc.
 MULTIPLE MEANS OF EXPRESSION
E,g., Writing activities, Portfolio assesment, Debates

 MULTIPLE MEANS OF ENGAGEMENT

E.g., Role playing and kinesthetic activities
TABLE 6.9 TYPES OF ACCOMODATIONS TO PROVIDE
SUPPORT FOR STUDENTS WITH DIFFICULTY
REMEMBERING AND FOCUSING

Type of Accomodations:

*Presentation

Accomodations/Supports
*Bigger font size in reading materials and wordsheet
*Active involvement in Class
*Respone

Graphic organizer as a pre writing tas

*Setting

Preferential setting away from sources of distraction

*Scheduling

Provide extended time

Break task into sections

Behavior management

Teach self talk skills

VII. LEARNERS WITH DIFFICULTY WITH
SELF-CARE
 SELF-CARE
Person capacity to perform daily living activities or specific
body care.
EXAMPLES: washing self, brushing teeth, combing, trimming
nails, eating and drinking

 TASK ANALYSIS
A behavioral approach that breaks down a complex behavior or
task into a step-by-step procedure.
GENERAL EDUCATIONAL ADAPTATIONS
 VIDEO-BASED INTERVENTION
including video modeling and video prompting for
teaching daily living skills.
CHAPTER 7

LEARNERS IN
OTHER
MARGINALIZED
GROUPS
I. MARGINALIZATION IN EDUCATION
 The United Nation Development Programme of 1996
( as cited in Messiou 2012) defines marginalization as …
 “ the state of being considered unimportant, undesirable,
unworthy, insignificant, and different, resulting in
inequity, unfairness, deprivation, and enforced lack of
access to mainstream power”
THEORY OF MARGINALIZATION
 The peculiar personality traits that arise when a person is situated
in marginal position among two social environments are not
completely matched (Dickie-Clark,1996 as cited in Messiou
2012)
 Robert Park and Everett B. Stonequists analysis of the ‘marginal
man’ focuses on an individual who is born and raised in one
culture and is immersed in a different prevailing culture.
 Park aptly identifies this individual as ‘ a person who becomes
cultural hybrid living and sharing intimately in the life of two
distinct peoples unwilling to break with his past and not accepted
by the outside world’
 A ‘crisis experience’ becomes personal concern when the
individual is rejected ( Green 1947)
WHEN MARGINALIZATION HAPPENS?
 Marginalization naturally starts even before children get into
school and persists until they become adults.

 Marginalization basically arises from culturally deeply-

embeddedd values, beliefs, standards, norms, and other
factors which determine acceptability within a certain
social frame.
( Petkovsca 2015)
 In its 2010 global monitoring report, UNESCO stated that…
Education can (1) neutralize inequality and persisting literacy
(2) and also support prejudice and continue marginalization.
 The highest form of marginalization is an insufficiency in the
availability of education.

Messiou discussed the issue of labeling

 Wherein a learner is categorized as belonging to a certain
group depending on the learners need or challenges
 This refers to learners with special needs
VARIOUS PERSPECTIVE ON LABELING
 A.) labeling meant supplemental resources
 B) labeling would only have detrimental effects
to learners being shamed and ridiculed
 C) learners not having a label or not belonging to
a group is also counter productive because they
will not be given attention or importance
Marginalization has distinct interpretations for people in divergent
situations. It is better thought of as a progressive concept that
changes between situations and times.

In earlier research, Messiou 2003 explored how marginalization is

experienced by primary school students. He proposed that
marginalization can be conceptualized in 4 general ways.
1. The child experiences some kind of marginalization that is
recognized by almost everybody, including himself/herself
2. The child feels that he/she is experiencing marginalization
whereas most others do not recognize this.
3. When a child is found in what appears to be marginalized
situations but does not feel it, or does not view it as
marginalization
4. When a child is experiencing marginalization but does not
admit it.
II. MARGINALIZATION AND INCLUSION

Messiou (2012) manifests how young

peoples voices Intensify systems,
processes, and experiences in
congruence with inclusive education.

In the book “confronting marginalization

in education”
Messiou (2012) posits a framework that
focuses on the collaborative activity
between young people and adults in
education that promotes inclusion.
STEP 1: OPENING DOORS; ENABLING
VOICES TO BE HEARD
 Various methods are used to allow students to express how various
concerns and experiences lead to the marginalization of students in school.

 STEP 2: LOOKING CLOSELY; BRINGING CONCERNS TO THE

SURFACE
data from step 1 is gathered from step 1 is meticulously examined.

 STEP 3: MAKING SENSE OF THE EEVIDENCE; SHARING DATA

WITH LEARNERS
 Involves a discussion between the adults and the students
 STEP 4: DEALING WITH MARGINALIZAATION; ENCOURAGING
INCLUSIVE THINKING AND PRACTICE
 Collaboration between the adults and students in this phase is very
significant.
III. DIFFERENT LEARNERS IN
MARGINALIZED GROUPS

CHILD LABORERS
INDIGENOUS PEOPLE
ABUSED CHILDREN
REFUGEES/ DISPLACED
CHILDREN
CHILDREN IN CONFLICT
ZONES