“No two Individuals are alike”

INDIVIDUAL DIFFERENCES

Heredity and Environment affect the factors that cause the uneven rate of growth
and development among individuals. These factors are called individual differences.

1. HEREDITY

Also called inheritance or biological inheritance, is the passing on of traits from parents
to their offspring; either through asexual reproduction or sexual reproduction.
The study of heredity in biology is genetics.

1.1. AGE
An individual's development measured in terms of the years requisite for the
development of an average individual.
Age is another factor which is responsible in bringing individual differences. Learning
ability and adjustment capacity naturally grow with age. When one grows in age can
acquire better control over our emotions and better social responsibilities. When a child
grows then this maturity and development goes side by side.

Psychosocial Development

Stage Infancy
Age 0-18 Months
Issue Trust vs. Mistrust
Important person Mother
Related to Feeding
Associated value Hope

Description: In the first year of life, infants depend on others for food, warmth, and
affection, and therefore must be able to blindly trust the parents for providing those.

Stage Todlers
Age 13-18 Months
Issue Autonomy vs. Shame/Doubt
Important person Parent
Related to Toilet Training
Associated value Will

Description: Toddlers learn to walk, talk, use toilets and do things for themselves. Their
self-control and self-confidence begin to develop at this stage.

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 Stage Pre-school
Age 3-6 years old
Issue Initiative vs. Guilt
Important person Family
Related to Exploration
Associated value Purpose

Description: Children have newfound power as this stage as they have developed motor
skills and become more and more engaged in social interaction with people around them.
They now must learn to achieve a balance between eargerness for more adventure and
more responsibility, and learning to control impulses and childish fantasies.

Stage School age

Age 6-12 years old
Issue Industry vs. Inferiority
Important person Teacher
Related to School
Associated value Competence

Description: School is the important event at this stage. Children learn to make things, use
tools, and acquire the skills to be a worker and potential provider. And they do all these
while making the transition from the world of home into the world of peers.

Stage Adolescence
Age 12-20 years old
Issue Identity vs. Role Confusion
Important person Peer
Related to Social relationship
Associated value Fidelity

Description: This is the time when we ask the question “Who am I?” to successfully answer
this question, the adolescent must integrate the healthy resolution of all earlier conflicts.
Did we develop the basic sense of trust? Do we have a strong senses of independence,
competence and feel in control of our lives? Adolescent who have successfully dealth with
earlier conflicts are ready for the “Identity Crisis”, which is considered as the single most
significant conflict a person must face.

Stage Young Adulthood

Age 20-40 years old
Issue Intimacy vs. Isolation
Important person Partner
Related to Relationship
Associated value Love

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Description: In this stage, the most important events are love relationships. No matter how
successful you are with your work, you are not developmentally complete until you are
capable of intimacy. An individual who has not developed a sense of identity will fear a
committed relationship and may retreat into isolation.

Stage Middle adulthood

Age 40-60 years old
Issue Generativity vs. Stagnation
Important person Shared household
Related to Workplace
Associated value Care

Description: By “Generativity”, refers to the adult’s ability to look outside oneself and care
for others, through parenting, for instance. Adult need children as much as children need
adults, and that this reflects the need to create a living legacy.

Stage Late adulthood

Age 60 and above
Issue Ego integrity vs. Despair
Important person Humankind
Related to Reflection to life
Associated value Wisdom

Description: Old age is a time for reflecting upon one’s own life and its role in the big
scheme of things, and seeing it filled with pleasure and satisfaction or disappointments and
failures.

Therefore MATURATION or the development or unfolding of traits potentially

present in the individual considering his or her hereditary endowment and readiness are
important in learning. Mature learners have greater capacity to receive instruction.

1.2. SEX

Refers to the biological differences between males and females, such as the genitalia
and genetic differences.

A male organism is the physiological sex that produces sperm. Most male mammals,
including male humans, have Y chromosomes, which codes for the production of larger
amount of testosterone to develop male reproductive organs.
Female is the sex of an organism, or part of an organism, that produces non-mobile ova.
Barring rare medical conditions, most female mammals, including female humans, have
two X chromosomes.

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 1.3. GENDER

Refers to the different ways men and women play in society, and to the relative power
they wield.

Lesbian: A woman whose primary sexual and affectional orientation is toward people of
the same gender.
Gay: A man whose primary sexual and affectional orientation is toward people of the same
gender.
Bisexual: A person whose primary sexual and affectional orientation is toward people of
the same and other genders, or towards people regardless of their gender.
Transgender: Denoting or relating to a person whose sense of personal identity and
gender does not correspond with their birth sex (Trans Man, Trans Woman, and
Transsexual)
Queer: is an umbrella term for sexual and gender minorities who are not heterosexual or
are not cisgender. Originally meaning “strange” or “peculiar”.
Intersex: Referred to as hermaphrodites.
Asexual: A sexual orientation generally characterized by not feeling sexual attraction or a
desire for partnered sexuality.

1.4. PHYSICAL CONDITION

The condition or state of the body or bodily functions. Physiological condition and
physiological state.

Basic terms in Special Education

Developmental Disability

Refers to severe, chronic disability of a child five years of age or older that is:
1. Attributable to a mental or physical impairment or a combination of mental and
physical impairments;
2. Manifested before the person attains age 22;
3. Likely to continue indefinitely;
4. Results in substantial functional limitations in three or more of the areas of major
life activities such as self-care, language, learning, mobility, self-direction, capacity
for independent living and economic self-sufficiency; and
5. Reflects the persons need for a combination and sequence of special care, treatment
or other services that are life-long or of extended duration and are individually
planned and coordinated.

Impairment or Disability

Refers to reduced functions or loss of a specific part of the body organ. These
disabilities or impairments limit or restrict the normal functions of a particular organ of the
body.

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Handicap

Refers to a problem a person with disability or impairment encounters when

interacting with people, events and the physical aspects of the environment.

At risk

Refers to children who have greater chances than other children to develop a
disability.

Physical Disabilities

Refers to impairments that are temporary or permanent that:

1. Affect the bones and muscle system and make mobility and manual dexterity
difficult and/or impossible; and
2. Cause deformities and/or absence of body organs and systems necessary for
mobility; and affect the nervous system making mobility awkward and
uncoordinated.

The distinct and separate types of physical disabilities are orthopedic impairments and
neurological impairments

Orthopedic Impairments

Poliomyelitis

Also known as infantile paralysis.

Osteomyelitis

Or tubercolosis of the bones and spine.

Bone Fracture

Or breakage in the continuity of the bone results from falls and accidents.

Muscular Dystrophy

Is a group of long-term diseases that progressively weakens, deteriorates and

wastes away the muscles of the body.

Osteogenesis Imperfecta

Is a rare inherited condition marked by extremely brittle bones.

Limb Deficiency

Refers to the absence or partial loss of an arm or leg

- Quadriplegia: All four limbs, both arms and legs are affected.

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 - Paraplegia: Motor impairment of the legs only.
- Hemiplegia: only one side of the body is affected (left leg/left arm)
- Monoplegia: major involvement of the legs with less severe involvement of the arms.
- Triplegia: three limbs are affected.
- Double hemiplegia: mojor involvement of the arms with less severe involvement of
the legs.

Crippling Conditions

That are congenital or present at birth include:

- Clubfoot: the child is born with one or both feet deformed usually with the feet and
toes inward, outward or upward often accompanied by webbed toes.
- Clubhand: hand and finger are deformed.
- Polydactylism: the child is born with extra toes or fingers.
- Syndactylism: the fingers or toes or both are webbed like those of fowls, ducks and
hens.

Neurological Impairment

Cerebral palsy

Is characterized by disturbances of voluntary motor functions that may include

paralysis, extreme weakness, lack of coordination, involuntary convulsions and other
motor disorders.

Characteristics

- Hypertonia: this characterized by tense, contracted muscles and the movements

may be jerky, exaggerated and poorly coordinated.
- Hypotonia: weask floppy muscles particularly in the neck and trunk.
- Athetosis: characterized by slow, worm-like involuntary, uncontrollable and
purposeless movements.
- Ataxia: disturbance of balance and equilibrium resulting in a gait like that of a
drunken person when walking and may fall easily if not supported.
- Rigidity: characterized by the marked resistance of the muscles to passive motion
and display extreme stiffness in the affected limbs.
- Tremor: marked by rithmic, uncontrollable movements or trembling of the body or
limbs.
- Mixed type: characterized by the presence of traits mentioned the preceeding
categories.

Spina Bifida

Is a congenital defect in the vertebrae that encloses the spinal cord.

Spinal Cord Injuries

Spinal cord injuries are results of accidents. Injury to the spinal cord column is
generally described by letters and numbers indicating the site of the damage.

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Traumatic brain injury

It is commonly caused by injuries to the head as results from automobile,

motorcycle and bicycle accidents, falls, assaults, gunshot wounds and child abuse.

Categories of Exceptionalites

Mental Retardation

Refers to substantial limitations in present functioning. It is characterized by

significantly sub-average intellectual functioning, existing concurrently with related
limitations in two or more of the following applicable adaptive skill areas: communication,
self-care, home living, social skills, community use, self-direction, health and safety,
functional academics, leisure and work.

Speech and Language Disorders or Communication Disorders

Speech and communication are affected.

Hearing Impairment

Is a generic term that includes hearing disabilities ranging form mild to profound,
thus encompassing children who are deaf and those who are hard of hearing.

Visual Impairment

Display a wide-range of visual disabilities – from total bilndness to relatively good

residual vision.

1.5. INTELLIGENCE

Is the capacity for logic, understanding, self-awareness, learning, emotional knowledge,

reasoning, planning, creativity, critical thinking and problem solving. More generally, it can
be describe as the ability to perceived or infer information, and to retain it as knowledge to
be applied towards adaptive behaviors within an environment or context.

Analytical style vs. Global style

Analytical Learner Global Learners

Left-brained Right-brained
Words Images
Numbers Patterns
Parts Whole
Sequential Simultaneous
Detail Whole picture
Punctual Without sense of time
Field-independent Field-dependent
Requires orderly, quiet surroundings Prefer music or other background noise

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 Analytical learners take in information sequentially, preferring to learn a series of
facts that lead toward an understanding of a larger concept. Grounded in left-hemisphere
dominance of the brain, analytical learning requires orderly, quiet surrounding. Analytical
learners tend to work on one task to completion, preferring to study alone for long periods
without interruption. These learners thrive in traditional classroom settings.

The Global style of learning takes in information holistically. Linked to right-

hemisphere dominance in the brain, global learning begins with understanding concepts
first, with mastery of details to follow. Global learners tend to be bored by memorizing
facts and prefer to relate learning to personal experience, stories and anecdotes. These
learners may work better in groups than alone and prefer to work on multiple tasks at
once. Music or other background noise helps, rather than distracts, these learners, and they
find learning easiest when information relates to real context.

Learning disabilities

Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a condition that

advesely affects how sound that travels unimpeded through the ear is processed or
interrupted by the brain. Individuals with APD do not recognize subtle differences between
sounds in words, even when the sounds are load and clear enough to be heard. They can
also find it difficult to tell where sounds are coming from, to make sense of the order of
sounds, or to block out competing background noises.

Dyscalculia

A specific learning disability that affects a person’s ability to understand numbers

and learn math facts. Individuals with this type of LD may also have poor comprehension of
math symbols, may struggle with memorizing and organizing numbers, have difficulty
telling time or have trouble with counting.

Dysgraphia

A specific learning disability that affects a person’s handwriting ability and fine
motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial
planning on paper, poor spelling, and difficulty composing writing as well as thinking and
writing at the same time.

Dyslexia

A specific learning disability that affects reading and related language-based

processing skills. The severity can differ in each individual but can affect reading fluency,
decoding, reading comprehension, recall, writing, spelling and sometimes speech and can
exist along with other related disdorders. Dyslexia is sometimes referred to as a langauage-
based learning disability.

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Language processing disorder

A specific type of auditory processing disorder in which there is difficulty attaching

meaning to sound groups that form words, sentences and stories. While an APD affects the
interpretation of all sounds coming into the brain, a LPD related only to the processing of
language. LPD can affect expressive langauge and/or receptive langauge.

Non-verbal learning disability

A disorder which is characterized by a significant discrepancy between higher

verbal skills and weaker motor, visual spatial and social skills. Typically, an individual with
NLD or NVLD has trouble interpreting nonverbal cues like facial expressions or body
langauge, and may have poor coordination.

Visual perceptual/visual motor deficit

A disorder that affects the understanding of information that a person sees, or the
ability to draw or copy. A characteristic seen in people with learning disabilities such as
dysgraphia or non-verbal LD, it can result in missing subtle differences in shapes or printed
letters, losing place frequently, struggles with cutting, holding pencil too tightly or poor
eye/hand coordination.

ADHD

A disorder that includes difficulty staying focused and paying attention. Difficulty
controlling behavior and hyperactivity. Although ADHD is not considered a learning
disability, research indicates that from 30-50 percent of children with ADHD also have
specific learning disability, and that the two conditions can interact to make learning
extremely challenging.

Dyspraxia

A dsiorder that is characterized by difficulty in muscle control, which causes

problems with movement and coordination, language and speech, and can affect learning.
Although not a learning disability, dyspraxia often exist along with dyslexia, dyscalculia and
ADHD.

Excutive functioning

An inefficiency in the cognitive management systems of the brain that affects a

variety of neuropsychological processes such as planning, organizing, strategizing, paying
attention to and remembering details, and managing time and space. Although not a
learning disability, different patterns of weakness in executive functioning are almost
always seen in the learning profiles of individuals who have specific learning disabilities.

Memory

Our memory are important to learning. The short term memory, and long term
memory are used in the processing of both verbal and non-verbal information. If there are

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deficits in any of all of these types of memory, the ability to store and retrive information
required to carry out tasks can be impaired.

The exceptionalities

Giftedness and Talent

Refer to high performance in intellectual, creative or artistic areas, unusual

leadership capacity, and excellence in specific academic fields. Gifted refers to the traits of
above-average general abilities, high level task committment and creativity. Giftedness
emphasizes talent as the primary defining characteristics. Giftedness shows in superior
memory, observational powers, curiosity, creativity and ability to learn.

Stanford-Binet Intelligent Quotient Classification

IQ range IQ Classification
145 – 160 Very gifted of highly advanced
130 – 144 Gifted or very advanced
120 – 129 Superior
110 – 119 High average
90 – 109 Average
80 – 89 Low average
70 – 79 Borderline impaired or delayed
55 – 69 Mildly impaired or delayed
40 - 54 Moderately impaired or delayed

Multiple Intelligences Theory

The Theory of Multiple Intelligences was proposed by Howard Earl Gardner. He

listed first seven in his book Frames in Mind in 1983 and he added the last two in his book
Intelligence Reframed in 1999.

Visual / spatial intelligence (Picture Smart)

- Ability to think in three dimensions.

- Core capacities include mental imagery, spatial reasoning, image manipulation,
graphics and artistic skills and an active imagination.
- Sailors, pilots, sculptors, painters and architects all exhibits spatial intelligence.

Verbal / Linguistic intelligence (Word smart)

- It is the ability to think in words and to use language to express and appreciate
complex meanings.
- It is learning through the spoken and written word.
- Linguistics learners allows us to understand the order of meaning of words and to
apply meta-linguistic skills to reflect on our use of language.
- Linguistic intelligence is the most widely shared human competence and is evident
in poets, novelists, jornalists and effective public speakers.

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Logical / Mathematical intelligence (Number / Reasoning smart)

- It is the ability to calculate, quantify, consider propositions and hypotheses and

carry out complete mathematical operations.
- It enables us to perceive relationships and connections and to use abstract, symbolic
thought; sequential reasoning skills; inductive and deductive thinking patterns.
- Also highly valued in the traditional classroom, where students were asked to adapt
to logically sequenced delivery of instruction.

Bodily / Kinesthetic intelligence (Body smart)

- It is the capcity to manipulate objects and use a variety of physical skills.

- This intelligence also invloves a sense of timing and the perfection of skills through
mind-body union.
- Athletes; dancers, surgeons and craftspeople exhibit well-developed bodily
kinesthetic intelligence.

Musical intelligence

- It is the capacity to discern pitch, rhythm, timbre and tone.

- This intelligence enables us to recognize, create, reproduce and reflect on music as
demonstrated by composers, conductors, musicians, vocalists and sensitive
listeners.

Intra-personal intelligence (Self-smart)

- It is the capacity to understand oneself and one’s thoughts and feelings and to use
such knowledge in planning and directioning one’s life.
- It involves not only an appreciation of the self, but also the human condition.
- It is evident in psychologist, spiritual leaders and philosophers.

Inter-personal intelligence (People smart)

- It is the ability to understand and interact with other people.

- It involves effective verbal and non-verbal communication and the ability to note
distinctions among others, sensitivity to the moods and temperaments of others,
and the ability to entertain multiple perspectives.
- Teachers, social workers, actors and politicians all exhibit interpersonal intelligence.

Naturalistic intelligence (Nature smart)

- Designates the human ability to discriminate among living things as well as

sensitivity to other features of the natural world.
- This ability was clearly of value in our evolutionary past as hunters, gatherers and
farmers; it continues to be central; in such roles as botanist.

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Existential intelligence (Spirit smart)

- Sensitivity and capacity to tacle deep questions about human existence, such as the
meaning of life, why do we die? And how did we get here?
- It is learning by seeing the big picture: why are we here? What is my role in the
world? What is my place in my family? school and community?
- This intelligence seeks connection to real world understanding and application of
new learning.

1.6. APTITUDE

An aptitude is a component of a competence to do a certain kind of work at a certain

level.
Outstanding aptitude can be considered "talent".
An aptitude may be physical or mental. Aptitude is inborn potential to do certain
kinds of work whether developed or undeveloped.

1.7. TEMPERAMENTS

Refers to consistent individual differences in behavior that are biologically based

and are relatively independent of learning, system of values and attitudes.

9 temperamental traits

Activity Level

This is the child’s “idle” speed or how active the child is generally. Highly active
children may channel such extra energy into success in sports; may perform well in high-
energy careers and may be able to keep up with many different responsibilities.

Distractibility

The degree of concentration and paying attention displayed when a child is not
particularly interested in an activity. High distractibility is seen as positive when it is easy
to divert a child from an undesirable behavior but seen as negative when it prevents the
child from finishing school work.

Intensity

The energy level of a response whether positive or negative. Intense children are
more likely to have their needs met and may have depth and delight of emotion rarely
experienced by others. These children may be gifted in dramatic arts. Intense children tend
to be exhausting to live with.

Regularity

The trait refers to the predictability of biological functions like appetite and sleep.

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Sensory Threshold

Related to how sensitive this child is to physical stimuli. It is the amount of

stimulation (sounds, tastes, touch, temperature changes) needed to produce a response in
the child. Highly sensitive individuals are more likely to be artistic and creative.

Approach/Withdrawal

Refers to the child’s characteristic response to a new situation or strangers. Slow-to-

warm-up children tend to think before they act. They are less likely to act impulsively
during adolescence.

Adaptability

Related to how easily the child adapts to transitions and changes, like switching to a
new activity. A slow-to-adapt child is less likely to rush into dangerous situations and may
be less influenced by peer pressure.

Persistence

This is the length of time a child continues in activities in the face of obstacles. When
a child persists in an activity he is asked to stop, he is labeled as stubborn. When a child
stays with a tough puzzle he is seen as being patient. The highly persistent child is more
likely to succeed in reaching goals. A child with low persistence may develop strong social
skills because he realizes other people can help.

Mood

This is the tendency to react to the world primarily in a positive or negative way.
Serious children tend to be analytical and evaluate situations carefully.

1.8. EXTROVERSION

Is the state of primarily obtaining gratification from outside oneself. Extraverts tend to
enjoy human interactions and to be enthusiastic, talkative, assertive, and gregarious.

1.9. INTROVERSION

Is the state of being predominantly interested in one's own mental self. Introverts are
typically perceived as more reserved or reflective.

1.10. AMBIVERSION

An ambivert is moderately comfortable with groups and social interaction, but also
relishes time alone, away from a crowd. In simpler words, an ambivert is a person whose
behaviour changes according to the situation they are in.

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 1.11. EFFORT MAKING CAPACITY
- Form over substance
- Substance over form

1.12. CRIMINAL TENDENCY

Psychologists can prove that criminal tendency is inherited. Children who have this
tendency are ussually bullies, troublemakers and they commit many anti-social acts, in or
out of school. Usually, individuals with this tendency end up in early death, or in prison or
in perpetual hiding from the agents of the law unless the criminal tendency is redirected or
softened by the environment.

2. ENVIRONMENT

2.1. FAMILY BACKGROUND

Children comming from poor family with very meager incomes have stunted growth
especially if they have not pursued higher education or none at all. Family background that
includes level of education and value orientation of parents is another determinant. If the
parents suffer from ignorance and wrong values, the children likewise suffer the adverse
consequences because such parents with the right values can grow and develop more
progressively than children coming from poor families. Besides, rich homes are usaully
provided with more learning materials and tools which the children can avail of for their
learning activities. Naturally, children of affluent families can pursue higher education
which is usually denied to children of poor families.

2.2. COMMUNITY BACKGROUND

Children coming from squatter or slum areas and from crime infested areas have a very
slim chance of growing progressively becasue of bad influence of their neighborhood. The
barkada influence is especially strong in this places. While it is true that a minority can
reach optimum development in such areas, surely, the majority can not. On the other hand,
those children coming from affluent areas, and from the average social class, have all the
opportunities offered by society for them to attain optimum growth and development.

2.3. SCHOOL

Education is one major factor which brings individual differences. There is a wide gap
in the behaviors of educated and uneducated persons. All traits of human beings like social,
emotional and intellectual are controlled and modifies through proper education.

This education brings a change in our attitude, behaviour, appreciations, Personality. It

is seen that uneducated persons are guided by their instinct and emotions whereas the
educated persons are guided by their reasoning power.

Educational implications of Individual differences are listed below:

i. Aims of education, curriculum, method of teaching should be linked with individual

differences considering the different abilities and traits individual.

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ii. Curriculum should be designed as per the interest, abilities and needs of different
students.

iii. The teacher has to adopt different types of methods of teaching considering individual
difference related to interest, need, etc.

iv. Some co-curricular activities such as Drama, music, literary activities (Essay & Debate
Competition) should be assigned to children according to their interest.

v. Teacher uses certain specific teaching aids which will attract the children towards
teaching considering their interest and need.

vi. Various methods such as playing method, project method, Montessori method, story
telling methods are to be used considering/discovering how different children respond to a
task or a problem.

vii. The division of pupils into classes should not be based only on the mental age or
chronological age of children but the physical, social and emotional maturity should be
given due consideration.

viii. In case of vocational guidance the counselor is to plan the guidance technique keeping
in view the needs and requirements of the students.

REFERENCES:

Online Sources:

Google.com
Wikipedia the free Encyclopedia

Written Materials:

Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and

Adelaida C. Gines INTRODUCTION TO SPECIAL EDUCATION 2016

Maria Rita D. Lucas, and Brenda B. Corpuz, FACILITATING LEARNING: A

METACOGNITIVE PROCESS 2014

Maria Rita D. Lucas, and Brenda B. Corpuz, PRINCIPLES OF TEACHING 1 2015

CHILD AND ADOLESCENT DEVELOPMENT (Educ.2 hand-outs)

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INSIGHTS GAINED:

We as teachers should always considered the individual differences and unique

personalities of our students for the sake of the betterment of the nation that we are
building for since we teachers are considered as the nation builders who create, mold and
developed young minds into more productive and developed citizens. If we’re really
concern with our students, we should not become stagnant to changes since we are now
living in a democratic world in a 21st century, we should be equiped with different 21st
century skills for us to be able to cater all the different learning needs of our students. We
should become resourceful in making our lesson materials or instructional materials to
cater and sustain the interest of our students in heterogeneous class who are visual
learners, auditory learners, kinesthetic learnes, etc. We should provide differentiated
intruction that are intended for visual learners who are ussually focusing on what they see
and observe; a differentiated instruction that are intended for auditory learners who are
sound dependent in a way that they learn more through listening; and an instruction that
are intended for kinesthetic learners who preferred moving around the corner of the
classroom. Another thing is the needs of each students must be catered also and must be
given attention as how we give attention to the ways and methods on how they learned the
lesson. We should also considered their conditions and special needs. We should assessed
the discrepancies present on every students whether it is physical, mental, behavioral, and
collegial aspect. We teachers are in the greatest battle field wherein different problems and
challeges are present, but as long as we are dedicated and passionate on the vocation we
chose, nothing is impossible, no one can stop us from dreaming of a better future and
nothings hinders us from uplifting the holistic development of our students.

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