Introduction to Children Who are Exceptional

Definition of Exceptional Children:

 Exceptional children significantly deviate physically, intellectually, emotionally, or socially

from the norm.
 Their deviations are so pronounced that they cannot benefit fully from the regular school
program.
 They require modifications in school practices, special educational services, or
supplementary instruction to reach their maximum potential.

Manifestations of Exceptionality:

 Exceptionality becomes evident from birth or during developmental stages.

 Exceptional children may outpace or lag behind their peers in various dimensions: physical,
mental, emotional, social, and moral.
 These deviations lead to academic challenges, school-related issues, behavioral problems,
and difficulties in peer interactions.

Special Needs:

 Exceptional children have both common needs shared with typical children and unique needs
specific to their type of exceptionality.
 They are often referred to as children with special needs due to these unique requirements.

Types of Exceptional Children

 Exceptional children encompass a wide range of differences.

 All children exhibit variations in physical attributes and learning abilities, but these
differences are typically small, enabling them to benefit from general education.
 Some children exhibit substantial differences from the norm, either below or above,
necessitating individualized special education programs and related services.
 Exceptional children may include those with learning and behavior difficulties, physical
disabilities or sensory impairments, as well as intellectually gifted or uniquely talented
individuals.
 The term "students with disabilities" is more limited, excluding gifted and talented children.

Impairment:

 Impairment refers to a physical, mental, sensory, or cognitive condition or disorder that

affects an individual's bodily or mental functioning. It is typically a deviation from what is
considered "normal" in terms of physical or mental health.
 E.g. – John's spinal cord injury is the impairment. It's a specific physical condition that
affects his mobility and sensation below the waist.

Disability:

 Disability encompasses the limitations and restrictions that result from impairments. It refers
to the way an individual's impairments affect their ability to perform everyday activities,
participate in society, or access opportunities.
 Disabilities can be classified as either physical (mobility impairments), sensory (visual or
hearing impairments), cognitive (intellectual disabilities), or psychiatric (mental health
conditions).
 E.g. – John's disability is the limitation and restriction caused by his impairment. He
experiences difficulty walking, standing, and performing various everyday activities.

Handicap:

 It refers to the disadvantages or obstacles that individuals with impairments or disabilities

face in social and environmental contexts.
 Handicap is often associated with societal barriers, discrimination, and the lack of
accessibility. It highlights how societal attitudes, policies, and infrastructure can create
additional challenges for people with impairments or disabilities.
 The preferred terminology today is "person with disabilities" rather than "handicapped."
 E.g. – John's handicap refers to the societal and environmental barriers that he may encounter
due to his disability. If public buildings lack wheelchair ramps or elevators, he may face
barriers in accessing them. Discrimination in employment or education due to his disability
can also be considered part of his handicap.

Issues and Trends in Special Education

Part 1: Special Education and IDEA

 Special education for children with various disabilities mandated by the federal Individuals
with Disabilities Education Act (IDEA, 1975) ensures a "free, appropriate public education"
for children with disabilities and promotes educating them with their nondisabled peers in the
"least restrictive environment" (LRE).
 Children eligible for special education have Individualized Education Programs (IEPs)
tailored to their needs, strengths and challenges at no cost, with family involvement for
success in school.
 IDEA, initially the Education for All Handicapped Children Act (1975), opened the doors of
public schools to over a million children with disabilities who were previously excluded or
 received limited services, brought attention to the academic performance of students with
disabilities, and mandated IEPs to be created for each student with a disability.
 By 2009, about 5.8 million U.S. students received special education services through IDEA,
raising concerns about academic standards, teacher readiness, and costs.

Part 2: Inclusive Education in India

 Inclusive education aims to integrate all children, regardless of their strengths or weaknesses,
into mainstream education, fostering a sense of belonging among all community members,
including teachers, students, and other stakeholders.
 Historically, education provision in India followed a segregative approach, with Christian
missionaries starting schools for disabled children in the 1880s. The government also
initiated separate facilities and employment opportunities.
 In the 1970s, the Integrated Education for the Disabled Children (IEDC) scheme was
launched by the Union Government for providing educational opportunities to learners with
Special Educational Needs (SEN) in regular schools, but progress remained inadequate.
 After the 1990 World Conference on Special Needs Education in Salamanca, inclusive
education gained global prominence. The 1995 Persons with Disability Act (PDA) in India
emphasized the need for integrated education, although implementation has been a challenge.
 India introduced policies like the District Primary Educational Programme (DPEP) in 1994
and the Equal Opportunities and Right of Persons with Disabilities Act 1995 which focused
on education and economic rehabilitation for people with disabilities.
 Sarva Shiksha Abhiyan (SSA) launched for Universalization of Elementary Education (UEE)
targeting 6-14-year-olds with inclusive education as an integral component.
 National Policy on Education, 1986 emphasizes integration of physically and mentally
challenged individuals as equal partners.
 Article 41 acknowledges provisions for people with disabilities regarding work, education,
and public assistance.
 Article 45 advocates for free and compulsory education for ALL children up to 14 years.

Part 3: Challenges and Gaps in Inclusive Education

 Challenges in Indian inclusive education include resource scarcity, negative attitudes among
teachers, non-disabled peers, and their parents. Non-disabled peers play a crucial role in the
well-being of children with disabilities. Social isolation, academic failures and behavioral
issues also lead to their dropout/expulsion from mainstream schools.
 Even after so many policies and programs, implementation challenges persist, causing many
children with disabilities to leave mainstream schools due to issues such as academic
difficulties, discrimination, and isolation.
 These challenges highlight the need for further research, policy development, and practical
solutions to ensure effective and accessible inclusive education for all children, regardless of
their abilities or disabilities.

Risk factors & children at risk

Child health risks include low birth weight, malnutrition, lack of breastfeeding, overcrowding,
unsafe water/food, and poor hygiene. To enhance child health, expectant mothers should attend
prenatal care, get immunized against tetanus, and avoid smoking/alcohol. For improved infant
survival, deliver in a health facility with a skilled birth attendant. Identifying and addressing
illnesses promptly is crucial; seek care from trained providers. Non-communicable diseases are
increasingly affecting children due to factors like indoor air pollution, obesity, poor diet, and
inactivity. Preventing road accidents, drowning, falls, burns, and violence requires a multi-
sectoral approach. Not all vulnerable children become disabled; resilience is linked to factors like
cognitive skills, curiosity, enthusiasm, and high self-esteem. Risk suggests probability, not
certainty.

Risk factors can be slotted into three major categories: established risk, biological risk, and
environmental risk.

Established Risk:

Refers to medical conditions leading to disability or developmental delays, often linked to

genetic and chromosomal issues, e.g., Down syndrome and fragile X syndrome. These problems
vary in severity.

1. Genetic and Chromosomal Differences – Everyone carries a unique set of genes from
conception, with even a minor genetic flaw potentially causing serious consequences.
2. Chromosomal Disorders – Arise from issues during cell division, involving extra
chromosomes or chromosome fragments attaching to others. Down syndrome is a common
example, while fragile X syndrome is next in line for genetic-linked intellectual disabilities.
3. Genetic Disorders – Can lead to mental retardation and other disabilities. Some are
congenital, present at birth, and follow dominant, recessive, or multifactorial inheritance
patterns.
4. Inborn Errors of Metabolism – These errors lead to missing or faulty enzymes, disrupting
normal cell chemistry and causing abnormal chemical levels in the body.
5. Phenylketonuria (PKU) – A condition where the body can't properly process the amino acid
phenylalanine, commonly found in fish, dairy, and protein sources. PKU can be managed
with early screening and a special diet.
6. Deletion Syndromes – These rare diseases result from insufficient genetic material or the
absence of at least one gene, rather than abnormal genes.
7. Syndromes with Abnormal Chromosome Numbers – In approximately 1 in 400 births,
disorders are caused by an abnormal number of X or Y chromosomes. Klinefelter syndrome,
found in 1 in every 700 male births, is a common variation.

Biological Risk:

Children who are at biological risk have a history of developmental events, such as prematurity,
that place them in the at-risk category.

1. Prenatal Period

Many agents act deleteriously on the developing fetus. Potentially dangerous prenatal factors
include infections and intoxicants (teratogens) as well as chromosomal and genetic aberrations.

a) Rubella – Virus contracted by the mother in the first trimester. Approximately 70 percent of
fetuses are damaged. The fetal organs like the eye, ear, nervous system, and heart are
especially vulnerable.
b) Syphilis – Affects the fetus after the sixteenth or eighteenth week of gestation, causing
destructive lesions (abnormal changes in structure) on already developed organs.
c) Drugs – Drugs include over-the-counter drugs, prescription drugs, cocaine, heroin and
nicotine. Prenatal drug exposure has adverse effects on fetal development. Cocaine present
during gestation may have a significant impact on the developing nervous system. Heroin
passes through the placenta so that infants of addicted women are born addicted. Withdrawal
symptoms can prove fatal to the tiny infant.
d) Fetal Alcohol Syndrome – Occurs when mothers drink during pregnancy, resulting in
intellectual disabilities and (severe FAS ) physical malformations in nervous system,
musculoskeletal structure, and internal organs, especially the heart and urinogenital tracts.
e) Maternal Smoking – Heavy smoking can lead to pregnancy complications, fetal deaths, and
neonatal problems.
f) Maternal Nutrition – Inadequate prenatal nutrition can stunt brain growth and produce a
significant lowering of intellectual ability. Postnatal nutrition, especially during the first six
months of an infant's life, is also a critical factor in brain development.
g) Unknown Prenatal Influence. There are a number of conditions present at or before birth
for which there is no known cause, such as microcephaly (head smaller than average) and
macrocephaly (enlargement of the head).

2. Birth and Neonatal Development

 Birth can be risky for both the child and the mother.
 Neonatal impairments can occur before, during (perinatal), or after birth. Inadequate uterine
conditions can pose additional risks.
 Anoxia is a condition where a child is deprived of oxygen, often leading to damage to the
immature brain and a reduction in nervous system function.
 Preterm infants, born before 37 weeks, face a higher risk of developmental problems
compared to full-term infants.
 Postmature infants, born two or more weeks beyond the due date, also have some elevated
risks.
 Cytomegalovirus (CMV) and herpes are potentially harmful conditions transmitted to the
baby during delivery.
 Pediatric AIDS, contracted by children under thirteen, can lead to developmental and
physical disabilities and death. It is primarily transmitted during birth from mother who used
intravenous drugs or was sexually active with an infected partner. Rarely, it may be
contracted through breast milk or contaminated blood transfusions.

3. Postnatal Development

In the postnatal period, infections such as meningitis and encephalitis can lead to severe long-
term consequences. Child abuse and battering are further potent causes of childhood
handicapping conditions.

Environmental Risks:

Child development is influenced by both heredity and environmental factors. Environmental

risks are conditions that hinder a child's age-appropriate development, even when the child is
biologically typical. "At-risk" children are those who, due to their characteristics, living
environment, or experiences, are more susceptible to developing disabling conditions or
struggling in school.

Family Structures – Today's child population is different, with increased divorce rates and more
single-parent families. These changes can lead to new challenges for children's development.

Poverty – Lower socio-economic status is associated with several adverse social factors,
including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, family
life stresses, peer group instability, and more. These factors can impact a child's development
negatively.

Cultural and Linguistic Differences – Students from diverse cultural and linguistic
backgrounds face unique challenges when navigating two different systems. These challenges
are even more pronounced when students have exceptional needs.

Culturally Different Students with Special Needs – Disability and cultural and linguistic
factors are interconnected and play complementary roles in a child's development. Programs
should address the combined impact of these variables on students.
Collaborating with Parents & Families

 Developed and developing nations have different rates of implementing inclusive education
(Helldin et al., 2011; Lee, 2010).
 Collaboration involves two or more parties working together to achieve common objectives.
 Effective collaboration requires the collective effort of all parties toward shared goals.
 It is essential for reflecting on practices and exchanging knowledge.
 Teachers often face significant challenges in meeting the diverse needs of all students
(Narinasamy & Mamat, 2013).
 Effective inclusive schools require a combination of teachers' and parents' knowledge and
skills in instructional strategies and assessment practices.
 A cohesive team approach is a hallmark of inclusive schools (Ainscow & Sandill, 2010).
 The Individuals with Disabilities Education Act Amendments (IDEA, 1997) recognizes
teacher-parent collaboration as crucial for effective special education practices.
 Differing ideas and beliefs among teachers and parents can lead to communication challenges
and tensions affecting a child's educational experience.
 Collaboration is efficient for decision-making and can produce high-quality student
outcomes.
 Studies highlight the importance of teacher-parent collaboration for consultation, joint
efforts, and information sharing (Christenson & Sheridan, 2001; Henderson & Mapp, 2002).
 Collaboration involves the joint identification of areas requiring attention in students'
development and the setting of appropriate goals and objectives (Carlisle, Stanley, &
Kemple, 2005).
 Teams are essential for aiding effective education and support for students with special
needs, particularly in cases of limited human resources in schools.
 Success in teacher-parent collaboration is determined by key concepts, including
voluntary participation, resource-sharing, responsible decision-making, shared goals,
acknowledgment of roles, intuitive planning, trust, and respect (Friend and Cook, 2007).
 Teachers and parents must understand special educational needs and the content of
Individualized Education Programs (IEPs) to work effectively as a team.
 Effective communication, honesty, and mutual support are pivotal in ensuring that teacher-
parent collaboration thrives in various forms.
 Teacher support and parental encouragement are crucial for successful student outcomes,
as both parties understand each other's roles in the collaboration process (Cramer, 2006).

In summary, effective collaboration between teachers and parents is essential in inclusive

education, with shared responsibilities, clear roles, and open communication being key to its
success