Typology of learners with special need part 1
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The document outlines the characteristics and needs of learners with special needs, detailing various categories such as physical, developmental, behavioral/emotional, and sensory impairments. It also specifies teaching strategies and accommodations required to support these learners effectively. Additionally, it addresses the unique attributes of gifted and talented students and the challenges they may face in educational settings.
Typology of learners with special need part 1
- 1. THINGS TO REMEMBER 1 PRAYER AND ATTENDANCE RESPECT AND COURTESY NOTE TAKING CLARIFICATION/ QUESTIONS PARTICIPATION
- 2. Typology of Learners with Special Needs
- 3. Objectives At the end of this topic, as a pre- service teacher, you are expected to: A. distinguish the different types, identifications, etiologies, causes, characteristics of learners who have special needs; B. describe the different types and levels/degrees, etiologies, causes, and characteristics of these learners; C. demonstrate understanding of the special educational needs of learners in difficult circumstances including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices; and D. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups. 3
- 6. 6 Allergies and asthma: Allergies are common and often come from environmental factors, like pollen count or food sensitivities. Acute allergies may produce a hypersensitive reaction known as anaphylaxis. Asthma is a condition where the airways become inflamed, swelling, constricting and producing excess mucus, making breathing difficult. Inhalers and oral steroids can help manage varying intensities of asthma. Limb differences: Someone may be born with a differently developed limb or they may lose a limb later in life, and both require adapting to the world around them. An individual without arms may learn to do more with their legs and feet. Someone who loses mobility in their legs may find more independence in an efficient prosthesis. Juvenile and chronic arthritis This condition is much more unbearable during periods of time known as “flare-ups,” where the patient experiences a great deal of joint inflammation and pain, accompanied by a loss of strength, endurance and stamina. A child may outgrow juvenile arthritis, but chronic arthritis throughout life can be managed with countless methods, including home care, massage, exercise, steroids and othermedications or surgery.
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- 8. 8 Multiple sclerosis: In this disease, the immune system eats away at the protective covering of the nerves, disrupting communication between the brain and the body. Symptoms of MS include vision loss, pain, fatigue and impaired coordination. Physical therapy and medication can help with symptoms and slow progression. Cerebral palsy: CP is a permanent disorder resulting from brain injuries that occur during fetal development, birth or shortly thereafter. With CP, motor skills are disrupted, and the individual sometimes experiences paralysis or seizures. Gait and posture can worsen over time if not properly managed. It cannot be cured, but with the right education and treatment, a person with CP can live a full life. Epilepsy: Those with epilepsy have a tendency to have recurring seizures. Seizures are caused by a sudden burst of electrical brain activity and thus cause a temporary disruption in the messages passing between brain cells. Affecting people of all ages, epilepsy is largely unpredictable but can be managed by a range of therapies, from medication to a service animal.
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- 10. Developmental Needs 2 Delays in development are typically apparent very early in life, but some aren’t obvious until a person reaches a certain level in their education. Early intervention is key for managing a developmental special need.
- 11. 11 ⦁ Down syndrome: - presence of an extra chromosome in a person’s DNA - visual or auditory problems, thyroid disease, decreased muscle tone or cardiac conditions - early intervention is available, as children with Down syndrome will experience delays in mobility and educational development. ⦁ Autism spectrum disorder: - verbal and nonverbal communication can be affected, evident before age 3. - repetitive activities and resistance to change in routines. Autism may also fall under sensory- impaired special needs.
- 12. 12 ⦁ Dyslexia: - alters the way the brain processes the written word - have difficulty reading, writing and spelling. - Treatment for dyslexia is more successful when started at a young age, rather than waiting until middle or high school to address.
- 14. ⦁ Dissociation: - lack of connection in someone’s thoughts, memory or sense of identity - resulting in multiple personality disorders or other dissociative disorders. - mistrust authority and keep secrets, making it difficult to treat them. ⦁ Obsessive compulsive disorder: - have obsessions or excessive thoughts that lead to repetitive, compulsive behaviors. - affects people of all ages and results in unwanted, intrusive thoughts and urges. ⦁ Attention-deficit (hyperactivity) disorder: - a disorder marked by an ongoing pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning or development 14
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- 16. ⦁ Attention-deficit (hyperactivity) disorder: - a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development ⦁ Eating disorders: - with abnormal eating habits — be they insufficient or excessive — can be categorized as having an eating disorder. - like anorexia and bulimia, can affect someone’s physical and emotional health. 16
- 18. ⦁ Sight-impaired: Blindness and loss of sight can be managed and diagnosed by an eye doctor. ⦁ Hearing-impaired: Deafness and loss of hearing can affect the way an individual learns and processes. An ear, nose and throat specialist and assistive technologist can help. ⦁ Sensory processing disorder: A person with this disorder has difficulty receiving and responding to information from the senses: vision, hearing, touch, smell and taste. They may have a heightened or lower sensitivity to stimuli like tolerating light, being touched, maintaining eye contact and loud noises. 18
- 19. Teaching Strategies How should we teach them? 19
- 20. ✓ Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts. ✓ Provide reading lists well before the start of a course so that reading can begin early. ✓ Whenever you are introducing procedures or processes or giving directions, for example in a laboratory or computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well as written form. ✓ Students may benefit from using assistive technology. ✓ Use clear, succinct, straightforward language. ✓ Reinforce learning by using real-life examples and environments. 20
- 21. ✓ Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc. ✓ Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight. ✓ Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way. ✓ One-to-one tutoring in subjects may be important; this can include peer tutoring. ✓ Students may benefit from having oral rather than written feedback on their written assignments. ✓ It may be helpful for students with intellectual disability to have an individual orientation to laboratory equipment or computers to minimize anxiety. 21
- 22. “ TIPS FOR EDUCATORS ✓ Teach empathy ✓ Teach responsibility by encouraging contributions ✓ Teach decision-making and problem-solving skills that reinforce self-discipline ✓ Offer encouragement and positive feedback ✓ Help children learn to deal with mistakes 22
- 24. ✓ They learn more quickly and independently than most students their own age. ✓ They often have well-developed vocabulary, as well as advanced reading and writing skills. ✓ They are very motivated, especially on tasks that are challenging or difficult. ✓ They hold themselves to higher than usual standards of achievement. ✓ They are not necessarily awkward socially, less healthy, or narrow in their interests—in fact, quite the contrary. . Qualities of the Gifted and Talented 24
- 25. 25 ACCELERATION •involves either a child’s skipping a grade, or else the teacher’s redesigning the curriculum within a particular grade or classroom so that more material is covered faster •believes that children who have skipped a grade usually function well in the higher grade, both academically and socially Limitations •skipping grades cannot happen repeatedly unless teacher, parents, and the students themselves are prepared to live with large age and maturity differences within single classrooms •there is no guarantee that instruction in the new, higher-grade classroom will be any more stimulating than it was in the former, lower-grade classroom •Redesigning the curriculum is also beneficial to the student, but impractical to do on a widespread basis; even if teachers had the time to redesign their programs, many non-gifted students would be left behind as a result.
- 26. 26 ENRICHMENT - involves providing additional or different instruction added on tothe usual curriculum goalsandactivities - Instead of moving ahead to more difficult kinds of math programs, the student might workonunusuallogicproblemsnotassignedtotherestoftheclass. - exists to help classroom teachers working with gifted students (and save teachers the timeandworkofcreatingenrichmentmaterialsthemselves) Limitation - Since enrichment is not part of the normal, officially sanctioned curriculum, however, there is a risk that it will be perceived as busywork rather than as intellectual stimulation, particularly if the teacher herself is not familiar with the enrichment materialorisotherwiseunabletoinvolveherselfinthematerialfully.
- 28. 28 Bullying ✓Being different from their peers can set students up for targeting by bullies. ✓Students with LDs may feel less competent and less confident than their peers and therefore feel less able and less entitled to stand up for themselves. This may be aggravated by their difficulty expressing thoughts and feelings. ✓They may have difficulty understanding the verbal or nonverbal communication and the intentions and expectations of others. ✓They may have difficulty managing their own behaviour and feelings. They may be too loud, hyper, disruptive, talkative etc. Peers may find this sort of behaviour irritating. ✓Some students with LDs are ‘too honest’ and are unable to conceal their weaknesses and mistakes, thus leaving them vulnerable to others.
- 30. 30 Common Characteristics of a Student with Chronic Health Conditions Commonly Suggested Accommodations/Classroo m Adaptations Student has difficulty taking notes due to fatigue, hand stiffness, or lack of concentration. Permit the use of assistive technology (e.g., computer, digital voice recorder). Student experiences lack of concentration, ‘memory fog,’ severe pain, physical limitation, frequent absences, or other physical symptoms. Provide the support of a tutor Allow extra time for assignments, tests and examinations. Student experiences physical symptoms that require immediate or frequent interventions such as going to the washroom, getting a drink, or moving to relieve stiffness or pain. Allow breaks during classes to go to the washroom, drink water, and move around. Student is easily fatigued or exhausted. Limit or space exams to avoid having too many on the same day or during the same week.
- 31. 31 Student is easily distracted due to symptoms such as reduced concentration, pain, or other physical symptoms. Allow exams to be written in a separate room. Student has reduced overall health and is unable to meet the usual deadlines for assignments, tests, and exams. Allow some flexibility in course schedules, tests, and exams. Perhaps suggest a reduced course load.
- 32. Short Activity 32 Which do you think among the following disorder will be hard to handle? How are you going to cope with it?
- 33. 33 Week 10
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- 36. 36 Week 11
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