MODULE 8
perception, gender, ability, learning styles,
Concepts of Individual Differences in
Learning
Introduction
This chapter presents the various definitions and
concepts related to intelligence and to individual
differences. It also tries to explain what intelligence
is all about, using the theories advanced by the
experts in this area. Hence, you will also get to know
the different theories covering intelligence, and in the
ways they are similar or different. As you will see
later, the different theories of intelligence are further
classified according to how they are viewed and
studied by their proponents. The theories will also
give you an idea on the role of intelligence in
students’ academic performance.
Pre-test
Directions: Read and analyze each statement
carefully. If you think you agree to the statement,
write True and if you disagree, write False on the line
before the statement.
1. Intelligence is a basic ability that affects
performance in all cognitively-oriented tasks.
2. Heredity is the main factor that explain individual
differences.
3. Understanding the nature of intelligence is a
simple endeavor.
4. A study of the different theories of intelligence will
help you better understand its nature.
5. Intelligence has always been related to learning,
either in the formal or informal settings.
6. Uni-factor theory is the oldest theory regarding the
nature of intelligence.
7. Ability to see differences and similarities among
objects refers to memory factor.
8. Edward Thorndike’s multi-factor theory asserts
that there is no such thing as general ability.
9. Spearman contends that intelligence can be
described as compromising abilities at varying levels
of generality.
10. Jean Piaget`s theory of intellectual development
asserts that the developing child builds intellectual
structures or schemas.
INTELLIGENCE AND INDIVIDUAL DIFFERENCES
Each person has his own unique characteristics.
Each of them has his own individuality contributing
to differences within and among individuals. It is
important for teachers to know variables such as
physical characteristics, intelligence,
which are individual differences of the learners.
An effective and productive learning- teaching
process can be planned by considering these
individual differences of the students.
The two main factors that explain individual
differences are environment and heredity.
These two functional factors create a wondrous
explanation on how every person live and work with
its pleasure.
Intelligence is a significant source of variation
among individuals. Individual differences in
intelligence bear on differences in other areas, like
emotional intelligence, academic performance,
learning styles and the like. As would-be teachers,
this means that individual differences could be better
understood by the study of intelligence.
CONCEPTS ABOUT INTELLIGENCE
Intelligence has been defined in many ways such
as in terms of one's capacity for logic, abstract
thought, understanding, self-awareness,
communication, learning, emotional knowledge,
memory, planning, creativity, and problem solving.
From "Intelligence: Knowns and Unknowns"
(1995), a report published by the Board of Scientific
Affairs of the American Psychological Association:
Individuals differ from one another in their ability to
understand complex ideas, to adapt effectively to the
environment, to learn from experience, to engage in
various forms of reasoning, to overcome obstacles
by taking thought.
The following are the themes about the nature of
intelligence:
a. The capacity to learn.
b. The total knowledge acquired.
c. The ability to adapt to new situation.
Components and Theories Understand
Intelligence
a. It is adaptive – It involves modifying
and adjusting one’s behaviors to
accomplish new tasks carefully.
b. It is related to learning ability –
Learning information quickly and ease
is greater for intelligent people rather
than to less intelligent.
c. Effectively use of prior knowledge to
analyze current situations.
d. Mental processes that involves
 complex interaction.
e. Different arenas – the social tasks or
academic tasks.
f. Culture-specific – intelligent
behavior in one culture, may not
necessarily be intelligent behavior in
another culture
Concepts of Intelligence.
According to theories of intelligence,
intelligence is thecombination of the ability to:
a. Learn. This includes all kinds of
formal and informal ways of learning
through experience, training, and
education. It is the acquisition,
retention, and use of knowledge.
acquisition, retention, and use of
knowledge.
b. Recognize Problems. This includes
recognizing a problem situation and
transforming it into more defined
problems that need to be addressed.
c. Solve Problems. This includes the
use of knowledge in solving problems,
accomplishing tasks, fashioning
products, and doing complex projects.
d. Solve problems: People must then
be able to take what they have
learned to come up with a useful
solution to a problem they have
noticed in the world around them.
THEORIES ABOUT INTELLIGENCE
Theories defined as the explanation to a
phenomenon which is tentative. It should be
expecting a ration of data-gathering that will help
build up the evidences to support that theory.
Faculty Theory
• Faculty theory is the oldest theory
regarding the nature of intelligence.
• This theory states that mind is
made up of different faculties like
reasoning,memory, discrimination
and imagination and the likes.
• These faculties are independent of
each other and can be developed
by vigorousexercise.
• Faculty theory has been
criticized and proved that mental
faculties are notindependent.
One-factor or Uni-factor Theory
• It emphasizes that abilities are
reduced to a capacity of common
sense.
• The abilities are correlated and can
share many things in common.
• It does not recognize differences
among people.
• It does not recognize the abilities of
different levels.
Two-factor Theory
• It was proposed by Charles
Spearman (1863-1945).
• This theory proposes that
intellectual abilities were
comprised of two factors: General
ability or common ability known
as ‘G’ factor and Group of
specific abilities known as ‘S’
factor.
• The g factor is a universal inborn
ability, while the s factor is
acquired from the environment.
Multi-factor Theory
This theory was proposed by Edward
Thorndike. This theory contends that there
was nothing like General Ability. It says that
each mental activity or ability requires an
aggregate of different set of abilities.
Attributes of Intelligence:
a. Level— it refers to the level of
difficulty of a task that can be solved.
b. Range—it refers to several tasks at
any given degree of difficulty.
c. Area—this means that the total
number of situations at each level
to which theindividual can respond.
d. Speed—it is the rapidity with which
individual respond to the items.
Group Factor Theory
This theory was proposed by Louis l.
Thurstone. It emphasizes that intelligent
activities are not an expression of
innumerable highly specific factors, as
Thorndike claimed nor is it the expression
primarily of a general factor that pervades all
mental activities. It is the essence of
intelligence, as stated by Spearman.
 Thurtone’s theory asserts that certain mental
operations have in common a ‘primary’ factor
that gives them psychological and functional
unity and that differentiates them from other
mental operations.
Thurstone’s primary factors:
1. Number Factor (N) - Ability to do
Numerical Calculations rapidly and
accurately.
2. Verbal Factor (V) – Ability to do
verbal comprehension.
3. Space Factor (S) – Ability to
manipulate imaginary objects.
4. Memory Factor (M) – Ability to
memorize quickly.
5. Word Fluency Factor (W) – Ability to
think of isolated words at a rapid rate.
6. Reasoning Factor (R) – Ability to
discover a rule or principle that
involves a groupof materials.
7. Perception – Ability to see
differences and similarities among
objects.
Structure of Intellect
This was proposed by Joy Paul
Guilford. He proposed the 3- dimensional
structure ofintellect model.
Guilford asserts that every intellectual task
can be classified according to its combination
namely.
a. Content – It has five categories
namely visual, auditory, symbolic,
semantic, and behavioral.
b. Mental operations – It was classified
into six categories namely cognition,
memory retention, memory recording,
divergent production, convergent
production, and evaluation.
c. Products resulting from operations
– It was classified into six categories
products namely units, classes,
relations, systems, transformations,
and implications.
Hierarchical Theory
This theory proposed by Philip E. Vernon.
Vernon’s asserts that the levels of intelligence
may fill the gaps between two extreme
theories, the two-factor theory of Spearman,
which did not allow for the existence of group
factors, and the multiple-factor theory of
Turstone, which did not allow a ‘‘g’’ factor.
Intelligence can be defined as covering
abilities at contrasting levels of generality:
a. The highest level: “g” (general
intelligence) factor with the largest
source of variancebetween individuals
(Spearman).
b. The next level: major group factors
such as verbal-numerical-educational
ability.
c. The next level: the minor group factors
are separated from major group factors.
d. The bottom level: “s” (specific) factor
of Spearman.
Cattel-Horn Fluid and Crystallized Intelligence
Theory
The fluid aspect of this theory says that intelligence
is a basic capacity due to geneticpotentiality. While
this is affected by the past and new experiences, the
crystallized theory is a capacity resultant of
experiences, learning and environment.
Multiple Intelligences Theory
This theory was proposed by Howard Gardner in
which identified the eight components of intelligence.
He argues boldly and cogently that we are all born
with potential to develop a multiplicity of Intelligence,
most of which have been overlooked in our testing
society, and all of which can be drawn upon to make
us competent individuals. He also asserts that these
intelligences are most often overlooked and not
tested by researchers and psychologists, like those
skills and abilities valued in different cultures.
Triarchic Theory of Intelligence
It was proposed by a psychologist Robert
Sternberg. This theory asserts that real world
environment is relevant to one’s life. He also
asserts that intelligent plays in three types,
namely:
a. Analytical Intelligence - It enables
us to solve problems and to acquire
newknowledge.
b. Creative Intelligence - The abilities
 to deal with innovative situations and
to benefit from experience. The ability
to quickly relate novel situations to
familiar situations encourages
adaptation.
c. Practical Intelligence - Ability to
enable people to adapt to the
demands of their environment.
David Perkin’s Analysis of Research Studies on
the Measurement of IQ and Programs for
Developing Better IQ.
Three types of Intelligence
a. Reflective Intelligence -It refers to
a person's ability to use and
manipulate their mental skills. This
includes self-monitoring and self-
management.
b. Experiential Intelligence -It refers to
the knowledge you obtain through
experience.
c. Neural Intelligence – It involves the
genetically determined abilities of a
person'sneurological system.
During this stage, young children
can think about things symbolically.
This is the ability to make one thing
- a word or an object - stand for
something other than itself.Thinking
is still egocentric, and the infant has
difficulty taking the viewpoint of
others.
3. Concrete Operations Stage (7-11):
Conservation is the understanding
that something stays the same in
quantity eventhough its appearance
changes. The child starts to build
logical structures that build his
physical experiences.
4. Formal Operations Stage (11-15):
During this time, people develop the
ability to think about abstract
concepts, and logically test
hypotheses.

Jean Piaget’s Theory of Intellectual

Development
• It is concerned with children, rather
than all learners.
• It focuses on development, rather
than learning per se, so it does not
address learning of information or
specific behaviors.
• It proposes discrete stages of
development, marked by
qualitative differences, rather than
a gradual increase in number and
complexity of behaviors,
concepts,ideas, and the like.

Stages of Intellectual Development

1. Sensorimotor Stage (approx. 0-2

years):
The main achievement during this
stage is object permanence -
knowing that an object still exists,
even if it is hidden. The child learns
through reflexes, senses, and
movement.
2. Preoperational Stage (approx. 2-7
years):
MODULE 9
DIFFERENT STYLES OF LEARNING
Introduction
In the preceding module, you have learned
about intelligence as a source of differences
among individuals. This module is about
learning styles, also a source and factor that
makesindividuals different from each other. A
simplistic way to put it is that given the same
learning stimulus, students may not
necessarily react to or deal with that stimulus
in the same way. As future teacher, you
should not lose sight of the fact that you try
your best to address the needs of your
students brought about by differences in
intelligence, the same way if these individual
differences are brought about by differences
in learning style.
Pre-test
Directions: Identify the answer to the following
statements. Choose your answer from the words
enclosed in the box.
1. The way in which the
learner begins to concentrate, process, and
retainnew and difficult information.
2. It refers to the unique
or particular way a person approaches
learningand studying.
3. It
means that change in learning style can
occur even within the individual at different
times.
4. Absorb information
through direct experience by doing,
acting, sensing, and feeling.
5. Process information through
analysis, observation and thinking.
6. Make sense of an experience
by immediately using the new information.
7. Make sense of the new
information by reflecting on it and by thinking
about it.
8. He proposes VARK model of
learning.
9. According to him there are
seven major learning styles.
10. This person uses concrete
experience and active experimentation.
LEARNING STYLE AND MEANINGS
Learning styles can be distinct,
categorized, and identified in many ways.
Generally, they are overall patterns that
provide direction to learning and teaching.
Learning style can also be described as a set
of factors, behaviors, and attitudes that
facilitate learning for an individual in each
situation.
• Learning styles are typically
bipolar entities (for example
reflective versus impulsive,
random versus sequential),
representing two
extremes of a wide continuum;
however, where a learner falls on
the continuum is value neutral
because each extreme has its own
potential advantages and
disadvantages (Dörnyei 2005).
• Sternberg and Grigorenko (2005),
there are three main motivations
for the interest in the study of
styles: ‘providing a link between
cognition and personality;
understanding, predicting, and
improving educational
achievement; and improving
vocational selection, guidance,
and possibly, placement’.
• Dunn and Dunn (2001, p. 1) define
learning style as the way in which
the learner begins to concentrate,
process, and retain new and
difficult information (“Creating an
Enhanced Learning,” 2001).
• A learning style is not in itself
ability but rather a preferred way of
using one’s abilities (Sternberg
1994).
• However, the extent to which
individuals can extend or shift their
styles to suit a situation varies
(Ehrman 1996).
• Proponents of learning styles
assessment in instruction believe
that learning styles can be
measured and used as a valuable
teaching tool inside the classroom
(Sternberg, Grigorenko, and
Zhang 2008).
•
THE FLUID NATURE OF LEARNING STYLES
 Let us take a look at the nature
of learning styles which teachers
should havea knowledge of because
of their Implications on teaching and
learning. The nature of learning styles:
(“Overview of Learning Styles,” 2018)
a. Each person prefers different learning
styles and techniques.
b. Learning styles group common ways
that people learn.
c. Everyone has a mix of learning styles.
d. One may use different styles in
different circumstances.
e. There is no right mix of learning styles,
nor is there a fixed learning style.
f. There is no “best” learning style, nor is
there a “bad” learning style.
A look at these features, shows the
fluidity of learning styles. It means that
change inlearning style can occur even within
the individual at different times. Learning style
adopted by an individual is not fixed; one may
change learning styles across time and
conditions.
Learning style is best defined as an
approach to studying, understanding and
eventually, learning a material. The study of
learning styles reveals that individuals
perceive and process information in very
different ways. Variations in approach to
learning may vary among individuals, or even
within the individuals. This may be explained
by certain factors associated with individual
differences that come into play. These factors
have to do with her5edity (intellectual level),
upbringing (child-rearing) and environmental
demands (school lessons). With these
factors, it is expected that different individuals
tend to perceive and process information
differently.
Concrete Perceive - rs
- absorb information through direct experience, by
doing, acting, sensing, and feeling
..
Active Processo-rs
-make sense of an experience by immediately using
the new information.
Abstract Perceivers
– take in information through analysis, observation,
and thinking.
Reflective Processor-s
-make sense of an experience by reflecting on and
thinking about it.
The Impact of Learning styles on Education
• When the teacher explains a topic
in class, if a student uses auditory
stimulates that is to say if he
chooses the material like tape,
cassette, recorder while he is
playing, if he is not interested in
drawings while reading, if he pays
attention to details during
conversations, if he remembers
what he heard, if he preferred
dialogues, he is probably an
auditory student.
• If a student is moving constantly
when he sits for a long time, if he
asks for permission to leave
constantly and if he often stands
up, he is probably a dynamic
student.
• Teaching methods should be
considered that they are
connected to the learning styles of
students using experiences and
experimentation.
• Teachers should develop a good
environment and create a learning
styles of gaining knowledge for
effective ways of responding.
• Categorizing individuals can lead
to assumption of fixed or rigid
learning style which can impair
motivation to apply oneself to
adapt.
• When an individual’s learning style
is known it means that every
individual is different from each
other. That is to say that the
individual will create his own
learning style.
• Today’s education is student-
centered, the tendency in teacher-
centered education commitment in
the past still exists. Because of
this, student’s interest,
expectations, and needs are
ignored. But something which is
remembered in education process
is the idea of that every individual
behaves according to his personal
 needs and that he is responsible
from his learning. Because
learning is a personal process, this
is to be one of the reasons that
render learning style in
consideration in education and
teaching process.
• Everyone has a mix learning
styles. Some people may find that
they have a dominant style of
learning, with less use of the other
styles.
Generally, the most important among
knowing the learning styles is how they can
adapt to the environment where they can
learn effectively. Learners can discover wide
rangeof interesting and effective approaches
to learning. Learners can enjoy feeling of
success and reduced stressed.
CATEGORIES OR TYPES OF LEARNING STYLE
VARK Model of Learning
1. Visual - Students who best
internalize and synthesize
information when it ispresented to
them in a graphic depiction of
meaningful symbols.
2. Auditory - Students are most
successful when they are given
the opportunity tohear information
presented to them vocally.
3. Reading/Writing – Students who
best on taking notes or a reader.
4. Kinesthetic - Students are hands-
on, participatory learners who need
to take a physically active role in
the learning process to achieve
their best educational outcomes.
They are the “tactile learners”.
Seven Learning Styles
1. Visual (spatial): Preference for
using pictures, images, and spatial
understanding. Teacher best
employ the uses of visual media for
these types of learners.
2. Aural (auditory-musical): Preference for
using sound and music.
Techniques and methods including the
use of sounds, and music in lesson will
helpthe learners actively participate.
3. Verbal (linguistic):
Preference for using words,
both in speech and writing.
Teacher can help the verbal
learners through the use of
verbal exchanging.
4. Physical (kinesthetic): Preference for
using your body, hands, and sense of
touch. Teacher best employ the uses
of hands-on method of learning for
these types oflearners.
5. Logical (mathematical): Preference for
using logic, reasoning, and systems.
Teacher should concentrate the use of
analyzing materials to apply the higher-
orderthinking skills.
6. Social (interpersonal): Preference
to learn in groups or with other
people. Teacher should give a
chance for these types of learner to
work along with group.
7. Solitary (intrapersonal):
Preference to work alone
and use self-study. Teacher
should give an opportunity
for these types of learner to
work alone.
Kolb’s four learning styles
a. Converging - People with a
converging learning style are best at
finding practical uses for ideas and
theories. They can solve problems
and make decisions by finding
solutions to questions and problems.
They are more attracted to technical
tasks and problems than social or
interpersonal issues.
b. Diverging - These people are best at
reflective and concrete experience;
they can look at things from different
perspectives. They are sensitive.
They prefer to watch rather than do,
tending to gather information and use
imagination to solve problems.
c. Assimilating - The assimilating learning
preference involves a concise, logical
approach. Ideas and concepts are more
important than people. They like to create
theoretical models.
d. Accommodating – These people relies
 on intuition rather than logic. They are
best in carrying out plans and
experimentation. They rely on other
information rather thanon themselves.

Honey and Mumford Learning Styles

These Learning styles were proposed by
Peter Honey and Alan Mumford, based uponthe
work of Kolb.

Activist Enjoys the experience itself

Reflector Spends a great deal of time and

effort reflecting

Theorist Good of making

connections and
abstracting ideas from
experience
Pragmatist Enjoys planning stage

Li-Fang Zhang and Sternberg (Woolfolk, 2013)

organized previous work on learningstylesinto
three traditions or groups:

Cognitive- Assess the ways people

centered styles process information
They asses more stable
Personality- personality traits as either
centered styles being extroverted or
introverted or relying on
thinking versus
feeling.
They asses a combination of
Activity- cognition and personality
centered styles traits that affect how people
approach activities, and as
such, this may be of more
interest to teachers.

MODULE 10
CHILDREN WITH SPECIAL NEEDS
Introduction
More recently, focus on children with special
needs has been heightened with the
issuances from the Department of Education
and the legislative branch of government
stipulating the necessity of addressing the
concerns of children with special needs. This
indicates that the population of this group of
children in the educational system is growing
and necessarily needattention.
This chapter identifies the different categories
or types of special needs, as well as the
behavioral indicators of the presence of such
needs among students. Following are the
specific aspects/areas of special needs:
cognitive/academic; social/behavioral;
cognitive and social functioning; physical and
sensory; and advanced cognitive
development. This chapteralso describes the
behaviors or characteristics of these children
with special needs, and highlights the ways by
which they are different from the other
children.
Due to advancements in expertise and
technology, it is now much easier than before,
to assess and identify who the children with
special needs, are. Especially if these children
with special needs are mainstreamed in
regular classrooms, a basic knowledge of the
nature of special needs which is provided for
in this chapter, would be very helpful,
especially for teachers who do not have
special education as a field of specialization.
Pre-test
Directions: Read and analyze the following
statements. Select the correct answer from
the given choices after each statement. Write
only the letter that corresponds to your
answer.
1. Difficulty in understanding or
remembering information through
any of the sense modalities or sense
organs.
2. Less capacity for remembering
information received either short or long-term.
3. An extreme form of reading difficulty is
4. Extreme form of written language
difficulty is
5. The following are the common
characteristics of person with ADHD except:
6. Children with speech and
communication disorders have the
following characteristics except:
7. Which among the following is
not the characteristic of the person with
emotional or behavioral disorders?
8. A condition that is caused by a brain
abnormality.
9. Students in this category have
limited energy and strength, mental
alertness or little muscle control.
10. They have insufficient sensation to
understand spoken language even with hearing
aid.
Following are the general and specific categories of
students with special needs, as found by different
researchers and which have been summarized
(Ormrod, 2003 and Nielsen2002):
1. Those with specific cognitive or
academic difficulties
2. Those with social or behavioral
problems
3. Those with general delays in
cognitive and social functioning
4. Those with physical or sensory
challenges
5. Those with advanced cognitive
development
SPECIFIC COGNITIVE OR ACADEMIC
DIFFICULTIES AND INDICATIVE BEHAVIORS
Learning Disabilities
Learning disability is a neurological
disorder. Children with learning disabilities are
as smart as or smarter than their peers. But
they may have difficulty reading, writing,
spelling, reasoning, recalling, and/or
organizing information.
Characteristics of Children with Cognitive
and academic Difficulties
a. Perceptual difficulty – Children with
sense of modalities or difficulty in
understanding or remembering
 information. They have difficulty on
distinguishing word using sounds.
b. Memory difficulty – Children who are
experiencing the low average of
remembering data or received
information.
c. Metacognitive difficulty – Children
who have difficulty in processing
information for the progress of their
learning goals.
d. Difficulty in processing oral
language – Children who have
difficulty to remember words and
understand spoken language.
e. Reading difficulty (dyslexia) –
Children who have difficulty in
recognizing printed words or even in
comprehension.
f. Written language difficulty
(dysgraphia) – Children who have
difficulty inhandwriting and expressing
oneself.
g. Mathematical difficulty (dyscalculia)
– Children who have difficulty in
remembering and processing
information mostly involve numbers.
h. Difficulty with social perception –
Children who have difficulty in
perceiving or interpreting other
person’s feeling.
rules)
• Difficulty interpreting and reasoning
about social situations
• Greater emotional reactivity
(excitability, hostility) in interacting
with peers
• Poor memory
• Disorganized
• Few friendships; in some cases,
rejected by peers
Restlessness, incessant talking
and incessant activity
Diff
iculty in cognitive processing.
Speech and Communication Disorders
Children with this kind of communication
disorder have trouble in communicating with
others. They do not understand or make the
sounds of speech. They also struggle with
word choice, word order, or sentence
structure. These difficulties may interfere for
children’s academic performance.
Characteristics of Children with Speech and
Communication Disorders
• Self-conscious
• Reluctant to speak
• Difficulties in reading and writing
• Embarrassed when talking

SOCIAL AND BEHAVIORAL PROBLEMS

Attention Deficit and Hyperactivity
AND BEHAVIORAL INDICATORS Emotional
Disorder (ADHD)
or Behavioral Disorders
Children who have difficulty in focusing
and maintaining attention. It is possible that These are emotional states that are
this difficulty has biological and genetic present and which persist for a long time and
bases. which affect learning and academic
performance and social behavior.
Common Characteristics of Children
with ADHD The following behaviors may indicate a social
or behavioral disorder among students.
• Inattentive – Difficulty in maintaining
attention. • Difficulty in interacting with others in
• Hyperactive – Children have high socially acceptable manner.
levels of energy. • Difficulty in establishing satisfactory
• Impulsive – Often display interpersonal relationships
inappropriate behaviors • Poor self-concept
• Lagging behind in academic • Frequently absent from school
achievement • Deteriorating academic performance
• Exceptional imagination and with increasing age
creativity • Unable to learn but cannot be
• Classroom behavior problems explained by IQ, sensory or health
(disruptiveness, noncompliance with factors
 • Showing inappropriate types of
behavior or feelings even under
normalcircumstances Common
pervasive mood of unhappiness or
depression.
• Difficulty develop physical
symptoms or fears associated with
personal or schoolproblems
Autism
It is a brain abnormality, according to experts.
This is a difficulty in socializing, they always
preferred to be alone because of their weak
feelings. Children who have difficulty in
developing social skills and interpret social
interactions are covered with this syndrome.
Theyalso have an abnormality in movements,
repetitive actions, and gestures. They also
exhibit echolalia which is repeating a part of
what has been said.
Characteristics of Children with Autism
• They have difficulty with changes in
routine.
• They have unusually strong
reactions to one or more of their five
senses
• They do not communicate at all
They move repetitively actions.
DELAYS IN COGNITIVE AND SOCIAL
FUNCTIONING AND BEHAVIORAL
INDICATORS Mental Retardation
This refers to the below average of
general intelligence. It is also substantial
limitations in present functioning. They are
varying degrees of intellectual disability, from
mild to profound.
• Difficulty remembering things
• Difficulty with problem-solving or
logical thinking
• Difficulty in reading and language
skills
• They have the desire to belong and
fit in school
PHYSICAL AND SENSORY CHALLENGES
AND BEHAVIORAL INDICATORS Physical
and Health Impairments
Students with this kind of impairment have
limited energy, strength, and mental alertness.
These categories will affect the academic
performance of the students.
• They often tire easily
• They feel insecurity,
embarrassment, and low esteem.
• Their learning ability is similar from
nondisabled students.
Hearing Loss
Malfunction of the ear that interferes with
theperception of sound.
• Ability to read lips.
• Limited in social skills because of less
ability to communicate.
• Inability to developed reading skills.
• Delayed language development.
Competence in sign language.
Severe and Multiple Disabilities
Having two or more of the disabilities described
earlier and most probably require highly specialized
services.
 Varying of Intellectual functioning
 Delays in motor development
 Highly medical needs
 Sensory impairments
 Extensive medical needs
CHILDREN WITH ADVANCE COGNITIVE
DEVELOPMENT AND BEHAVIORALINDICATORS
Giftedness
Students with unusually high ability to
perform or have the capability to perform at
higher levels compared to others of the same
age, experience, and environment in one or
more areas.
• Able to learn quickly, easily, and
independently.
• Advanced in cognitive processing.
• Highly motivated to achieve
challenging tasks.
• Advanced in language and other
areas than their peers.
Characteristics of Gifted Children
a. Enjoys solving problems, especially
with numbers and puzzles.
 b. Able to do formal operational tasks.
c. Positive self-concept especially
academic endeavors.
d. Learn basic skills quickly and with little
practice.
e. Highly developed curiosity.
f. Longer attention span and intense
concentration.
g. Puts idea or things together that are
not typical.
Teacher preferred to use different
strategies in presenting lessons for these
types of students which are “giftedness”.
Accommodation should be felt as they
welcomed every time.