TYPOLOGY OF

LEARNERS WITH
SPECIAL NEEDS
EDUC 2 SPECIAL AND INCLUSIVE EDUCATION
 Intended Learning Outcomes:
In this learning experience, you are expected to:

A.Demonstrate knowledge on typology of

learners with special needs; and
B.Distinguish the different types, etiologies,
characteristics of learners who have special
needs
Typology of Learners with Special Needs
A. Learners with Intellectual Disability
1. Cerebral Palsy
2. Trisomy 21
B. Neurodevelopmental Disorders
1. Autism Spectrum Disorder
2. Attention Deficit Hyperactivity Disorder (ADHD)
3. Global Developmental Delay
4. Dyslexia
5. Dysgraphia
6. Dyscalculla
 A. LEARNERS
WITH INTELLECTUAL
DISABILITY
Intellectual Disability
◦ 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)
Formerly called “mental retardation”

The severity of the intellectual disability is determined by the discrepancy between the
individual's capabilities in learning and in and the expectations of the social environment.
Characteristics:
1. Mildrange 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
◦ moderate
◦ severe
◦ profound
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
◦ inability to lead a fully independent life due to challenges communicating,
taking care of themselves, or interacting with others
◦ Some people with ID may also have specific physical characteristics. These can include having a
short stature or facial abnormalities.
Levels of intellectual disability
◦ Mild intellectual disability
◦ Some of the symptoms of mild intellectual disability include:
◦ 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
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
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
Levels of intellectual disability
◦ Profound intellectual disability
◦ Symptoms of profound ID include:
◦ inability to understand or comply with requests or instructions
◦ possible immobility
◦ incontinence
◦ very basic nonverbal communication
◦ inability to care for their own needs independently
◦ the need of constant help and supervision
◦ having an IQ of less than 20
Intellectual Disability

Causes:
◦ trauma before birth, such as an infection or exposure to alcohol, drugs, or
other toxins
◦ trauma during birth, such as oxygen deprivation or premature delivery
◦ inherited disorders, such as phenylketonuria (PKU) or Tay-Sachs disease
◦ chromosome abnormalities, such as Down syndrome
◦ lead or mercury poisoning
◦ severe malnutrition or other dietary issues
◦ severe cases of early childhood illness, such as whooping cough, measles,
or meningitis
◦ brain injury
Intellectual Disability

Diagnosis
◦ Clinical/structured interviews
◦ observations
◦ Standardized Psychological tests
◦ Referral with experts such as:
◦ psychologist
◦ speech pathologist
◦ social worker
◦ pediatric neurologist
◦ developmental pediatrician
◦ physical therapist
1. Cerebral Palsy
Cerebral Palsy
◦Cerebral palsy (CP) is a group of disorders that affect
a person’s ability to move and maintain balance
and posture.
◦CP is the most common motor disability in childhood.
◦CP is caused by abnormal development of the brain
or damage to the developing brain that affects a
child’s ability to control his or her muscles.
 Cerebral Palsy
◦ Signs and symptoms appear during
infancy or preschool years.
◦ Cerebral palsy causes impaired
movement associated with exaggerated
reflexes, floppiness or spasticity of the limbs
and trunk, unusual posture, involuntary
movements, unsteady walking, or some
combination of these.
Causes:
◦ Abnormal brain development or injury to the developing brain can cause CP. The
damage affects the part of the brain that controls body movement, coordination, and
posture.
◦ The brain damage usually occurs before birth, but it can also happen during birth or
the first years of life. In most cases, the exact cause of CP isn’t known. Some of the
possible causes include:
◦ asphyxia neonatorum, or a lack of oxygen to the brain during labor and delivery
◦ gene mutations that result in abnormal brain development
◦ severe jaundice in the infant
◦ maternal infections, such German measles and herpes simplex
◦ brain infections, such as encephalitis and meningitis
◦ intracranial hemorrhage, or bleeding into the brain
◦ head injuries as a result of a car accident, a fall, or child abuse
Interventions
◦ Assistive aids
◦ Medications
◦ Surgery
Other types of treatment for CP include:
◦ speech therapy
◦ physical therapy
◦ occupational therapy
◦ recreational therapy
◦ counseling or psychotherapy
◦ social services consultations
 B. TRISOMY 21/
Down Syndrome
Characteristics:
◦ Down syndrome is a condition in which a child is born with
an extra copy of their 21st chromosome — hence its other
name, trisomy 21.
◦ This causes physical and mental developmental delays and
disabilities.
Identifications:
◦At birth, babies with Down syndrome usually have
certain characteristic signs, including:
◦flat facial features
◦small head and ears
◦short neck
◦bulging tongue
◦eyes that slant upward
◦atypically shaped ears
◦poor muscle tone
Identifications:
◦ An infant with Down syndrome can be born an average size, but will
develop more slowly than a child without the condition.
◦ People with Down syndrome usually have some degree of
developmental disability, but it’s often mild to moderate. Mental and
social development delays may mean that the child could have:
◦ impulsive behavior
◦ poor judgment
◦ short attention span
◦ slow learning capabilities
Diagnosis:
A screening test can tell a woman and her healthcare
provider whether her pregnancy has a lower or higher
chance of having Down syndrome.
Interventions
Special education teachers and therapists will
help your child learn:
◦sensory skills
◦social skills
◦self-help skills
◦motor skills
◦language and cognitive abilities
NEURODEVELOPMENTAL
DISORDERS
Neurodevelopmental disorders are disabilities in the functioning of the brain that affect
a child's behaviour, memory or ability to learn.
Autism Spectrum Disorder (ASD)
◦Autism spectrum disorder (ASD) is a complex
developmental condition involving persistent
challenges with social communication, restricted
interests, and repetitive behavior.
◦Research shows that children with autism a can
have problems with their gross and fine motor skills.
Social communication deficits may
include(1):
◦Decreased sharing of interests with others
◦Difficulty appreciating their own & others’ emotions
◦Aversion to maintaining eye contact
◦Lack of proficiency with use of non-verbal gestures
◦Stilted speech
◦Interpreting abstract ideas literally
◦Difficulty making friends or keeping them
Restricted interests and repetitive
behaviors may include(1):
◦ Inflexibility of behavior, extreme difficulty coping with change
◦ Being overly focused on niche subjects to the exclusion of others
◦ Expecting others to be

◦ equally interested in those subjects

◦ Difficulty tolerating changes in routine and new experiences
◦ Sensory hypersensitivity, e.g., aversion to loud noises
◦ Stereotypical movements such as hand flapping, rocking, spinning
◦ Arranging things, often toys, in a very particular manner
Risk factors
◦ Genetics
◦ Certain medications, such as valproic acid and
thalidomide, when taken during pregnancy, have been
linked with a higher risk of autism
◦ Having a sibling with autism also increases the likelihood of
a child being diagnosed with autism.
◦ Parents being older at the time of pregnancy is additionally
linked with greater risk of autism
Social Communication : Interaction
Behaviors
◦ Lack of or inconsistent eye contact
◦ Not looking at or listening to people
◦ Not sharing the enjoyment of objects or activities with others
◦ Failing tor respond when someone calls their name or otherwise tries
to verbally get their attention
◦ Struggling with making back and forth conversation
◦ Talking at length about their favorite subject without noticing a lack
of interest from others; or without giving others a chance to respond
or contribute to the conversation
◦ Exhibiting facial expressions, movements and gestures that do not
match what is being said
Social Communication : Interaction
Behaviors
◦ Having an unusual tone of voice that may sound flat, robot-like or like
singing
◦ Struggling to understand other people’s points of view
◦ An inability to predict or understand other people’s actions
◦ Having trouble understanding other people’s feelings
◦ Having trouble communicating their own feelings
◦ Wanting to be alone
◦ Preferring not to be touched or held
◦ May be very interested in people but not know how to talk, play, or
relate to them
Diagnosis
◦ The diagnosis of ASD is based on diagnostic evaluations that
often involve a team including
◦ a physician and a psychologist,
◦ and may include other disciplines such as
◦ speech and language pathology or occupational therapy.
◦ The evaluation should include standardized observations of
the individual, assessments of his/her learning and cognitive
abilities, and interviews to gather information about
behavior across multiple settings and her/his medical and
developmental history.
Interventions
◦ Applied behavioral analysis: It involves systematic study of the
child’s functional challenges, which is used to create a structured
behavioral plan for improving their adaptive skills and decreasing
inappropriate behavior
◦ Social skills training
◦ Speech & language therapy
◦ Occupational therapy
◦ Parent management training
◦ Special education services- IEP and Behavioral Management
Plan; Evaluating Student Progress
◦ Medication
Attention-Deficit Hyperactivity Disorder
(ADHD)
◦ADHD is one of the most common
neurodevelopmental disorders of childhood.
◦ It is usually first diagnosed in childhood and often
lasts into adulthood. Children with ADHD may have
trouble paying attention, controlling impulsive
behaviors (may act without thinking about what the
result will be), or be overly active.
Attention-Deficit Hyperactivity
Disorder (ADHD)
◦ADHD is diagnosed as one of three types:
inattentive type, hyperactive/impulsive
type or combined type.
◦ A diagnosis is based on the symptoms that
have occurred over the past six months.
Attention-Deficit Hyperactivity
Disorder (ADHD)
Hyperactivity and impulsivity

Fidgets excessively
Cannot stay seated when required (i.e., classroom, work)
Feels restless
Cannot play quietly
Always “on the go”; seems to be “driven by a motor”
Talks excessively
Impatiently blurts out answers without finishing question
Cannot await turn
Interrupts, intrudes, or takes over others’ doing
Attention-Deficit Hyperactivity
Disorder (ADHD)
Inattention

Fails to pay attention to details, makes careless mistakes

Cannot sustain attention in work or play

Does not seem to listen when spoken to

Cannot follow instructions, fails to complete work

Cannot organize tasks and activities

Avoid tasks that require concentration like reviewing lengthy papers

Loses things needed for tasks and activities

Gets distracted by extraneous stimuli like unrelated thoughts

Forgetful in daily activities such as paying bills and keeping appointments

Risk factors
◦Brain injury
◦Exposure to environmental (e.g., lead) during
pregnancy or at a young age
◦Alcohol and tobacco use during pregnancy
◦Premature delivery
◦Low birth weight
Diagnosis
◦ The diagnosis of ADHD is based on
diagnostic evaluations that often involve a
team including
◦ a physician and a psychologist,
◦ and may include other disciplines such as
◦ speech and language pathology or
occupational therapy.
◦ The evaluation should include standardized
observations of the individual, assessments
of his/her learning and cognitive abilities,
and interviews to gather information about
behavior across multiple settings and her/his
medical and developmental history.
◦ Neuroimaging
Interventions
Academic Interventions:
◦ Deconstructing Tasks: Break tasks into smaller units. o Limit amount of work per page. o
Cover up part of the work on a page. o Allow extra time for completing tasks. o Provide
work breaks. o Allow student to use a computer to type or to use speech-to-text software. o
Reduce the length of written assignments.
◦ Organization : Assignment Notebook: Provide the student with an assignment notebook to
help organize homework and seatwork
◦ Opportunities to Respond
◦ Transition Buddies
◦ Behavior Management Strategies
◦ Social skills training
◦ Speech & language therapy
◦ Occupational therapy
◦ Parent management training
◦ Special education services- IEP and Behavioral Management Plan; Evaluating Student
Progress
◦ Medication
Assignment:
1. Create a table of the typology of learners with
special education needs highlighting classroom
interventions for each typology.

Typology Characteristics/Symptoms Classroom

Interventions

2. Submit in the Google classroom.