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.

Prepared by:

Chinie Jane S. Musngi

Typology of Learners
with special needs
Special Educational Needs (SEN)
refer to learners with learning, physical,
and developmental disabilities;
behavioral, emotional, and
communication disorders; and learning
deficiencies
DISABILITY
 DISABILITY
O 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, me
ntal, physical, sensory, or a combination of
multiple factors. Impairments causing
disability may be present from birth or occur
during a person's lifetime.
Typology of Learners
with special needs
O INTELLECTUAL DISABILITIES
O LEARNING DISABILITIES
O PHYSICAL DISABILITIES
O GIFTED AND TALENTED
 Learners with
INTELLECTUAL DISABILITY
O Intellectual disability (or ID) is a term used
when a person has certain limitations in
cognitive functioning and skills, including
communication, social and self-care skills.
These limitations can cause a child to
develop and learn more slowly or differently
than a typically developing child. Intellectual
disability can happen any time before a child
turns 18 years old, even before birth.
 Learners with
INTELLECTUAL DISABILITY
O Cerebral palsy (CP)
O -is a problem that affects muscle tone, movement,
and motor skills. It hinders the body's ability to move
in a coordinated and purposeful way. It also can
affect other body functions that involve motor skills
and muscles, like breathing, bladder and bowel
control, eating, and talking.
How CP affects each person depends on which part or parts of the
brain are involved. Some people have only mild impairment, while
others are severely affected. For example, brain damage can be
limited, affecting only the part of the brain that controls walking, or it
can be more extensive, affecting muscle control of the entire body.
Although CP doesn't get progressively worse, how it affects a
person's body can change as children grow and develop.

Because bullies often target students who seem "different," health

conditions like CP can put kids and teens at higher risk for bullying.
Kids and teens with CP may:
• have learning disabilities, visual
impairments, hearing problems, speech
problems, drooling issues, and behavior
problems
• need braces, crutches, or a wheelchair to
get around
• need help moving around in class or
reaching things
• need assistive devices for writing and
speaking
• have difficulty sitting still and have
uncontrolled movements
• have difficulty with bladder and bowel
control and may need to use a bathroom
frequently
• have seizures
What Teachers Can Do
Students with CP may need a little more time
to travel between classes and complete
activities and tasks.
Make sure your classroom is easy to get
around and free of obstacles.
 Learners with
INTELLECTUAL DISABILITY
Trisomy 21
O Down syndrome is a genetic disorder. It is also called
trisomy 21. It includes certain birth defects, learning
problems, and facial features. A child with Down
syndrome also may have heart defects and problems
with vision and hearing. How severe or mild these
problems are varies from child to
child.
When a baby is conceived, a normal egg cell and normal sperm
cell start with 46 chromosomes. The egg and sperm cells then
divide in half. The egg and sperm cells then have 23
chromosomes each. When a sperm with 23 chromosomes
fertilizes an egg with 23 chromosomes, the baby will then have
a complete set of 46 chromosomes. Half are from the father
and half are from the mother.
But sometimes an error occurs when the 46 chromosomes are
being divided in half. An egg or sperm cell may keep both
copies of chromosome number 21, instead of just 1 copy. If
this egg or sperm is fertilized, then the baby will have 3 copies
of chromosome number 21. This is called trisomy 21.
What are the symptoms of
Down syndrome in a child?
Symptoms can occur a bit differently in each child. They
can include:
O Eyes that slant upward
O Small ears that may fold over slightly at the top
O Small mouth that makes the tongue appear large
O Small nose with a flattened bridge
O Short neck
O Small hands with short fingers
O 2 instead of 3 palm creases, including one across the
palm and one around the base of the thumb
O Short height
O Loose joints
 Most children with Down
syndrome will have some but not
all of these features.
Down syndrome can also include:
O Heart defects
O Intestinal problems
O Vision problems
O Hearing problems
O Thyroid problems
O Blood conditions, such as leukemia, and risk for
infections
O Learning problems
 How can I help a child live with Down
syndrome?
O Children with Down syndrome can usually do most things that any young child can
do. They can walk, talk, dress themselves, and be toilet trained. But they usually do
these things at a later age than other children. The exact ages of these
development milestones is different for each child. Early intervention programs that
begin when a child is a baby can help the child reach his or her potential.

O A child with Down syndrome can go to school. Special programs beginning in the
preschool years help children with Down syndrome develop skills as fully as
possible. Many children are helped with early intervention and special education.
They can also enter a regular classroom. Many children will learn to read and write.
They can take part in childhood activities, both at school and in their community.
Special work programs are designed for adults with Down
syndrome. Many adults with this disorder can hold regular jobs.
More and more adults with Down syndrome live semi-
independently in community group homes. They take care of
themselves, do household chores, develop friendships, do leisure
activities, and work in their communities.
Some people with Down syndrome marry. Most men with Down
syndrome cannot father a child. In any pregnancy, a woman with
Down syndrome has a 1 in 2 chance of conceiving a child with
Down syndrome. Many of the pregnancies are miscarried.
Brina Maxino
Learners with learning
DISABILITY
O What is a Learning Disability?
O 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 as smart or
smarter than their peers. But they may have difficulty
reading, writing, spelling, reasoning, recalling and/or
organizing information if left to figure things out by
themselves or if taught in conventional ways.
A learning disability can't be cured or fixed; it is a lifelong issue.
With the right support and intervention, however, children with
learning disabilities can succeed in school and go on to
successful, often distinguished careers later in life.
Parents can help children with learning disabilities achieve
such success by encouraging their strengths, knowing their
weaknesses, understanding the educational system, working
with professionals and learning about strategies for dealing
with specific difficulties.
 Common learning
disabilities
O 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.
O Dyscalculia – a mathematical disability in which
a person has a difficult time solving arithmetic
problems and grasping math concepts.
O Dysgraphia – a writing disability in which a
person finds it hard to form letters or write within
a defined space.
Learners with physical
DISABILITY
O Students with physical disabilities may have problems
related to movement, posture (e.g., sitting, standing),
grasping or manipulating objects, communication,
eating, perception, reflex movements, and/or
automatic motricity (e.g., sphincter, intestinal
muscles).
O Visual impairment, also known as vision
impairment or vision loss, is a decreased ability to see to a
degree that causes problems not fixable by usual means,
such as glasses. Some also include those who have a
decreased ability to see because they do not have access
to glasses or contact lenses.
O Hearing impairment, or hearing loss, occurs
when you lose part or all of your ability to
hear. Other terms that are used to refer
to hearing impairment are deaf and hard
of hearing.
A 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.
Multiple physical impairments
-multiple disabilities means a student
has more than one serious disability which
may affect mobility, behavior, emotion or
sensory abilities. Some characteristic
challenges of individuals with severe multiple
impairments are: Limited communication or
speech impairment. Problems
with physical mobility.
Learners who are gifted and
talented
“Gifted and talented children” means those
persons between the ages of four and
twenty-one whose abilities, talents, and
potential for accomplishment are so
exceptional or developmentally advanced
that they require special provisions to meet
their educational programing needs.
Qualities of the gifted and talented
What are students who are gifted and talented like?
Generally they show some combination of the following
qualities:
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.
Contrary to a common impression, students who are
gifted or talented are not necessarily awkward socially,
less healthy, or narrow in their interests—in fact, quite the
contrary (Steiner & Carr, 2003). They also come from all
economic and cultural groups.
Ironically, in spite of their obvious strengths as learners, such
students often languish in school unless teachers can provide
them with more than the challenges of the usual curriculum. A
kindergarten child who is precociously advanced in reading, for
example, may make little further progress at reading if her
teachers do not recognize and develop her skill; her talent may
effectively disappear from view as her peers gradually catch up to
her initial level. Without accommodation to their unusual level of
skill or knowledge, students who are gifted or talented can
become bored by school, and eventually the boredom can even
turn into behavior problems.
Gifted students are those whose potential is distinctly above
average in one or more of the following domains of human ability:
intellectual, creative, social and physical. Talented students are
those whose skills are distinctly above average in one or more
areas of human performance It is common to distinguish
between giftedness and talent. Children who are advanced in
scholastic abilities or have a high IQ are labeled gifted, while
those who show exceptional ability in an art form or an athletic
area are called talented. ... Because these children solve
problems in unusual ways, they are creative.
 Visual arts
-artistically gifted
-Their work is intensely personal and shows
an inner need for visual expression. They are
usually above average in intelligence. All
show extraordinary skill with a particular
medium (pencil, paint, ceramics, etc…). Each
student is highly individual and inventive.
 Music

-the common factor among all musically

gifted people is that they have a higher
capacity and capability to perceive music —
pitch, rhythm, melody and harmony, and
timbre.
Intellectual giftedness
-is an intellectual ability significantly higher
than average. Giftedness is a trait that starts
at birth and continues throughout the life-
span. Giftedness is not a marker of success,
but rather of aptitude or the inherent ability
to learn.
 Performing arts
- means students who perform or show
potential for performing at remarkably high
levels of accomplishment when compared to
others of their peers.
-Performing arts may include dance,
music, opera, theatre and musical
theatre, magic, illusion, mime, spoken word,
puppetry, circus arts, performance art. There
is also a specialized form of fine art, in which
the artists perform their work live to an
audience.
 Teaching Tips and Strategies

Set the tone from day one. When students first walk into your class for day
one of the new term, let each of them know that all students are welcome
and valued and that the class will work as a team to lift one another up.
Include this concept in any class materials and review it regularly.
Structure lesson plans to support inclusivity. Rather than creating separate
activities or learning plans for students with disabilities, consider how you
can include disability services in the general plan and where you might be
able to educate all learners about disabilities through the voices of those
who experience them.
Assume your student can do something until proven wrong. “Many times
students with disabilities are not given the benefit of the doubt when it
comes to their abilities,” notes Rocheleau. “Let all your students have a
chance to shine, support them when they do not succeed, and never
assume a student cannot do something without seeing for yourself.”
Communicate clearly with students and parents. At the start of term
(and at the start of each week, if necessary), clearly let your students
know what your expectations are in terms of assignments and
deadlines. Share this information with parents so they can support
their children in being successful.
Partner students with disabilities with students who do not have
disabilities. “Peer mentoring is a wonderful resource for teaching
social skills, problem solving, and independence,” encourages
Rocheleau. “It allows both students with disabilities and those
without to appreciate each other for their strengths and to learn from
each others’ experiences.”
Make yourself available. Though a student might not want to speak
up in a room full of their peers if they feel themselves falling behind or
not understanding material, they might speak to you one-to-one about
the issue. Make sure your students know when and where they can
find you to discuss any problems arising.
Allow all students to work on the same assignments. Students who feel
they are receiving assignments different from those their peers receive
assume that teachers do not think they are capable of succeeding.
Rather than setting different projects, assign the same ones but allow
the students with disabilities to work towards the goals in different
ways. Use accommodations to help them feel like they are part of the
class, rather than separate.

Create resources for all students, not just those with disabilities. “By
making things like a self-selected quiet corner, stress balls, or large
print books available to all students, the differences suddenly become
less noticeable,” explains Rocheleau. “In fact, many general education
students enjoy having the extra supports and perform better when
given a little extra choice or sensory input in their days.”
Did you know that some of the special children have exceptional working
memory?
Autistic kids are able to store and process large quantities of information
which can later be manipulated. It’s thanks to this unique ability that
they’re capable of remembering large numbers and using them to carry out
complicated mental calculations. For example, other autistic kids have
been known to memorize musical scores and then re-write them from
memory and this is known as working memory. It’s not a disorder. It’s a
unique way of seeing the world. Laurent Mottron, a psychiatrist at the
University of Montreal, recently concluded in a research paper that autism
is not a disease, but rather a unique way of seeing the world. His research
focused on high-functioning individuals and the power of the autistic brain.
Such research is a reminder to look beyond the limitations, and to
celebrate special needs kids and their refreshing take on things.
 References
Special Education for Children with Cerebral Palsy |
MyCPChild.orgwww.mycerebralpalsychild.org
cerebral palsy types - Google Searchwww.google.com
cerebral palsy types - Google Searchwww.google.com
samples of cerebral PALSY - Google Searchwww.google.com
https://en.wikipedia.org/wiki/Disability
intellectual disability - Google Searchwww.google.com
https://www.accreditedschoolsonline.org/education-teaching-
degree/teaching-students-with-disabilities/
https://kidshealth.org/en/parents/cp-
factsheet.html#:~:text=Because%20bullies%20often%20target%20
students,drooling%20issues%2C%20and%20behavior%20problems