LEARNERS WITH

EXCEPTIONALITIES

NURUL FARIHAH BINTI MOHD JOHARUDIN MPP151164

AZRI SYAZWAN BIN ATAN MPP153030

SITI NORBAZILAH BINTI AHMAD SUHUD MPP161208

LEE SONG FOONG MP132077

SUMAIYAH BINTI SHARUDDIN MPP161088

HanZhen Yap, 16
 Refers to children with learning and/or
behavior problems, children with physical
disabilities or sensory impairments, and
children who are intellectually gifted or have
a special talent. (W.L. Heward, 2006)

58,253 special needs students enrolled in

Malaysian schools, with only 7,797 students in
inclusive education programmes.
(The Star, April 2014)
 Mental retardation (developmental disabilities)
Learning disabilities
Emotional and behavioral disorders
Autism
Communication (speech and language) disorders
Hearing impairments
Visual impairments
Physical and health impairments
Traumatic brain injury
Multiple disabilities
Giftedness and special talents
 Impairment - The loss or reduced function
of a body part or organ
Disability - Exists when an impairment
limits the ability to perform certain tasks
Handicap - A problem encountered when
interacting with the environment
Not all children with a disability are
handicapped
At risk - Children who have a greater-than-
usual chance of developing a disability
Intelligence refers to intellectual functioning.
Intelligence quotients, or IQ tests, compare
your performance with other people your age
who take the same test. These tests dont
measure all kinds of intelligence, however. For
example, such tests cant identify differences in
social intelligence, the expertise people bring
to their interactions with others. There are also
generational differences in the population as a
whole. Better nutrition, more education and
other factors have resulted in IQ
improvements for each generation.
The Gifted and Talented
 All children differ from one another in
individual characteristics along a continuum;
exceptional children differ markedly from
the norm so that an individually designed
program of instruction
In other words, special educationis
required if they are to benefit fully from
education.
It is a mistake to think that there are two
distinct kinds of childrenthose who are
exceptional and those who are regular.
Exceptional children are more like other
children than they are different.
 Autism spectrum disorder(ASD),
primarily a behavioural and
developmental disorder
Cerebral palsy manifested mainly as
a physical (motor-based) disability,
Down syndrome and other syndromes
physical manifestations and involving
developmental and intellectual
disabilities
Definition of Special Education
Special education means specially designed
instruction that meets the unusual needs of
an exceptional student.
Possible forms of special education:
Special materials
Specialized teaching techniques
Specialized equipment and/or facilities
Related services
 Levels of integration
How and how much the student differs from
average students
Resources available in the school and
community
Least Restrictive Environment
 Sensory-based disabilities, that is, visual
and hearing deficits However, there is
sometimes confusion about other
disabilities such as learning and intellectual
disabilities
These children are often labeled
incorrectly before a professional diagnosis
is made
Children who are gifted and talented are
often also misunderstood by teachers
 The child with a learning disability may be
average or above average in overall
intelligence but may have difficulty with a
specific academic area such as reading,
writing, mathematics, spelling They may
also have challenges in recalling and
organizing information if not given
appropriate guidance and if taught using
traditional teaching methods.
Characteristic Teaching
difference in Strategies for
student them
 students with
learning
disabilities

emotional
hyperactivity
and behavioural
disorder (ADHD)?
disorders
Characteristic
difference

autism/
Asperger gifted students
syndrome
 Difficulties in at least one academic area
Difficulties are not attributed to a diagnosed problem or
disorder (i.e., cerebral palsy)
Difficulty with reading is the most common learning
disability
Often experience difficulties with handwriting, spelling,
composition, and math
Dyslexia is a severe impairment of the ability to read and
spell; dyscalculia is an impairment of
the ability to pick appropriate strategies for mathematics.
I hated going to school. I cried every night and
literally made
myself sick. I thought school was my parents
way of punishing
me. I felt inadequate, feared failure, and rarely
took risks.
 disability in which students consistently
demonstrate inattentive, hyperactive, and/or
impulsive behaviours
Although signs of ADHD may be present in early
childhood, diagnosis of ADHD usually
does not occur until the elementary-school years.
Many experts recommend a combination of
academic, behavioural, and medical interventions
 Severe, persistent difficulties with relationships,
aggression, depression, phobias, or other
socioemotional behaviours
Depression, anxiety, and fears can become so intense
and persistent that students ability
to learn is significantly compromised
Autism and Asperger syndrome involve
deficiencies in social relationships,
abnormalities
in communication, and restricted, repetitive,
and stereotyped patterns of behaviour.
Autism is an organic brain dysfunction; there
is no evidence that it is caused by family
socialization.
Students with autism and Asperger syndrome
benefit from a well-structured classroom
and individualized instruction.
Children who are considered gifted are those who have above-
average intelligence and/or
superior talent in some domain, such as art, music, or
mathematics.
Broader definitions acknowledge both demonstrated skills and
potential abilities.
Some students demonstrate outstanding abilities in more than
one area; others demonstrate
skills in specific areas or may have accompanying disabilities.
Some critics argue that too many students in gifted programs
arent really gifted but are
instead bright, cooperative, and, usually, white.
Others are concerned that students who are potentially gifted,
especially young boys, adolescent
girls, and students from ethnic minority groups or from socially
and/or economically
disadvantaged backgrounds, are at risk for being unidentified.
 Receptive and
Expressive
Language
Disorders

Learning Teaching Developmental

Disabilities and
Strategies Disabilities
ADHD

students who
are
gifted
 Classroom teacher usually suggests
possibility of a learning disability
Specialists provide formal evaluation
and diagnosis
Many learning disability interventions
target reading skills
Success of learning disability
interventions depends on the skills and
training of the teacher
Use explicit or direct teaching
methodologies
state lesson objectives verbally
present objectives visually (e.g., board,
overhead projector)
repeat and break down instructions for
classroom assignments and homework
activities
use concrete examples to illustrate abstract
concepts
provide students with immediate and
specific feedback about the use of
appropriate
learning processes and skills
Activate and use students relevant prior knowledge
use students experiences as a starting point for
instruction
connect learning to real-life experiences
use literature that relates to students interests and
hobbies
provide students with choices and allow them to
engage in self-determination
whenever possible
Provide accommodations as required
remember that accommodations do not alter the amount of learning
that students
need to demonstrate, but rather provide them with opportunities to
demonstrate
that knowledge
seek the advice and resources of the special-education resource teacher
whenever
possible
design assessment tasks that allow students to demonstrate their
knowledge in
a variety of ways
alter teaching and assessment practices to better facilitate students
learning
(e.g., underline key concepts, answer two out of three questions, use
untimed
tests, give extra time
Provide modifications as required
make adjustments with respect to the nature of the
academic work in an effort to increase
students confidence and feelings of success (e.g., oral report
versus written report)
seek the advice and resources of the special-education
resource teacher whenever
possible
clarify that accommodation and modification practices
provide all students with equal
chances to learn versus providing some students with unfair
learning advantages
Facilitate students organizational and
study skills
encourage students to adopt effective
organizational and study skills by
modelling
these skills
incorporate organizational and study skills
into classroom routines (e.g., use longterm
and short-term calendars, break projects
into steps)
Facilitate students reading and writing skills
refer students to an appropriate professional for
diagnosis of reading and/or
writing difficulties
provide advance notice for reading and writing
assignments
provide class time for reading and writing
assignments
allow students to use relevant compensatory
technology
(e.g., hand-held electronic dictionaries, talking word
processors, taped books)
use peer and adult tutors
Use behaviour-management techniques
when necessary
develop behaviour-management plans for
individual students
as required
follow the principles of positive
reinforcement
provide meaningful and specific feedback
frequently
Receptive Language Disorders
Use a multisensory approach
supplement verbal information with written and/or visual
materials and directions
Monitor the speed at which information is presented
slow down and repeat information and directions
have students reiterate directions before starting a task
Provide students with extra response time
allow students with receptive language disorders 1015
seconds longer to
respond than their peers
Expressive Language Disorders
Focus on content of message versus delivery of message
Provide alternative formats for students to demonstrate knowledge
allow students with expressive language disorders to present information in
a
written format versus a verbal one
Provide students with choices or provide the initial sound in word-finding
problems
phrase questions as a choice among alternatives (e.g., Is this a wat, or is
this a rat ?) versus as an open-ended response (e.g., This is a
rat, not a wat; say rat)
Prepare students for verbal question-answering
tell students when you will be calling on them
allow students preparatory time to formulate a response
provide students with extra time when responding
Teach to students levels of intellectual functioning
remember that students with developmental disabilities will
function intellectually
at a lower level than other students in the class
individualize instruction to meet the needs of each student
move to a lower level if students do not respond
appropriately to the provided
level of instruction
consider the vocational skills that students will need for
employment and
modify the curriculum accordingly
Provide concrete examples
provide clear and simple directions
reiterate instructions frequently
Provide opportunities for frequent practice
break larger tasks into a series of smaller ones
repeat each step several times
Be sensitive to students self-esteem
avoid comparisons with other students
encourage other students to be accepting and tolerant
of those with developmental
disabilities
Set positive expectations for students learning
remember that students with development disabilities
can achieve academically
set goals that maximize learning
include parents of students with developmental
disabilities when making
programming decisions
 Educational programs available for
children who are gifted include
special grouping (pullout
programs); acceleration, enrichment,
mentor, and apprenticeship
programs; and
work/study or community service
programs.

-Program Permata Pintar

-National Association for Gifted
Children (NAGC), Malaysia
In Malaysia, the Social Welfare Departments (SWD) as
cited in Aminah Bee et al. (2009) reported that
38.7% of registered persons with disabilities in
the country are those having learning disabilities.
 Learning disabilities is a general term that refers to a
heterogeneous group of disorders manifested by
significant difficulties in the acquisition and use of
- listening - speaking
- reading - writing
- reasoning - mathematical abilities.
These disorders are intrinsic to the individual.
Presumed to be due central nervous system
dysfunction.
May occur across life span.
 Problems in self-regulatory behaviors, social
perception, and social interaction may exist with
learning disabilities but do not, by themselves,
constitute a learning disability.

Although learning disabilities may occur

concomitantly with other disabilities (e.g., sensory
impairment, mental retardation, serious emotional
disturbance), or with extrinsic influences (such as
cultural differences, insufficient or inappropriate
instruction), they are not the result of those conditions
or influences
Social Welfare Department
(SWD)
Refer learning disabilities
to those with intellectual
ability (mental age) that
is not accordance to their
chronological age and
also demonstrated
profound difficulties in
performing daily livings.
Used the term learning
disabilities more broadly.
Ministry of Education
Malaysia
recognized LD as a
category of students with
special needs.
Refers LD to students
who are unable to learn
in mainstream education
classroom settings.
Adopt the SWD
definitions. However, has
own definition for
dyslexia.
 Problems
pronouncin
g words
Trouble with
buttons,
Trouble
zippers,
finding the
snaps,
right word
learning to
tie shoes

Difficulty Preschool
controlling age
crayons,
pencils, and Difficulty
scissors, or rhyming
coloring
within the
lines
Trouble
Difficulty learning the
following alphabet,
directions numbers,
or learning colors,
routines shapes, days
of the week
 Trouble
learning
the
connectio
n between
Difficulty
letters and Unable to
telling
sounds blend
time and
sounds to
rememberi
make
ng
words
sequences

Ages 5-9 Confuses

Trouble
basic
learning
words
basic math
when
concepts
reading

Consistently
misspells
Slow to
words and
learn new
makes
skills
frequent
errors
 Difficulty
with
reading
comprehe
nsion or Trouble with
Spells the
math skills open-ended
same word
test
differently
questions
in a single
and word
document
problems

Trouble
following Ages 10- Dislikes
reading
classroom 13 and
discussions
writing;
and
avoids
expressing
reading
thoughts
aloud
aloud
Poor
organizational
skills (bedroom, Poor
homework, handwriti
desk is messy ng
and
disorganized)
 Clinical School
Child psychiatrists
psychologists psychologists

Educational Developmental
Neuropsychologist
psychologists psychologists

Occupational
therapist (tests
Speech and
Psychometrist sensory disorders
language therapist
that can lead to
learning problems)
 Instrument Senarai Semak Disleksia
To screen student in the primary school suspected to have dyslexia
2003 Consist of three element (i) reading, writing & numeracy level, (ii)
teacher/ parent perception on student abilities , (iii) predictors of
dyslexia

Literacy and Numeracy Screeening (LINUS) programme for primary

school children .
Aim for each child to master their basic literacy and numeracy after
following three year primary school.
2010 3 LINUS assessment are carried for year one students in March, June &
September.
Those who fail will be either placed on LINUS programme or refer to
health facilities to diagnose who special education needs.
Dyslexia
A language based disability, in which a person finds
it hard to form letters or write within a defined
space.
Dyscalculia
A mathematical disability in
which a person has difficult
time solving arithmetic
problems and grasping math
concepts.
Dysgraphia
A writing disability in which a
person finds it hard to form
letters or write within a defined
space.
 Cramping of fingers while writing short entries
Odd wrist, arm, body, or paper orientations such as bending an arm into an L shape
Excessive erasures
Mixed upper case and lower case letters
Inconsistent form and size of letters, or unfinished letters
Misuse of lines and margins
Inefficient speed of copying
Inattentiveness over details when writing
Frequent need of verbal cues
Relies heavily on vision to write
Difficulty visualizing letter formation beforehand
Poor legibility
Poor spatial planning on paper
Difficulty writing and thinking at the same time (creative writing, taking notes)
Handwriting abilities that may interfere with spelling and written composition
Difficulty understanding homophones and what spelling to use[9]
Having a hard time translating ideas to writing, sometimes using the wrong words altogether
May feel pain while writing (cramps in fingers, wrist and palms)[2]
Dyspraxia
A disorder that is characterized
in muscle control, which causes
problems with movement and
coordination, language and
speech and can affect learning.
 NO real causes.
Might be caused by
- Hereditary
- Teratogenic
-Medical
- Environment
 Student frustration
Teacher frustration
Lead to risky behaviours
Low self concept
Anxiety, loneliness & depression
Suicide ideation
 Focus on strength, not just weaknesses
Identify learner unique learning styles (visual,
auditory & kinesthetic)
Think life success rather than school success.
Use different type teaching styles.
Develop self-awareness and self confidence.
Motivation
Search and communicate with group with the same
disabilities
The screening programme is limited to children in
primary and secondary school.

Dyslexia programme is only available in 51 primary

school and 16 secondary school

In school with no dyslexia programme, student can

choose to study in either mainstream classroom or
follow Special Education Integrated Program (SEIP).
However the SEIP curriculum developed for
students with intellectual disabilities had been
criticised as being inappropriate for those with SLD
(Sariah,2008).

Lack of support and attention given to parents or

family of the LD children, special educators and
professional that involve together with the LD
children.

Number of professionals necessary for identification

& evaluation of children with learning diabilities is
LIMITED.
There is no educational psychologist placed in schools or
district offices.

The lack of set criteria and assessment instruments for

identifying students with SLD.

The current practice assessment is using the western

assessment tools.

Broad definition may carry the risk of over generalizing

the findings and did not address the specific needs of
learning disabilities.
Sumaiyah sharuddin MPP161088
 Beth Thomas, age 6,
subject of 1990 HBO
documentary Child of
Rage

Diagnosed with Reactive

Attachment Disorder
after suffering early
childhood abuse

http://www.youtube.com/watch?v=ME2wmFunCjU
 Two Centuries Ago
Possessed, insane or retarded
Institutionalization
1800s
Greater awareness of genetic factors
Medical focus
Special ungraded classes, little attention to individual
needs
Post WWII
Greater awareness of the power of ecological and social
factors
Shift in responsibility for children with exceptionalities,
 Federal Definition of Emotional & Behavioral Disorders:
A condition exhibiting one or more of the following
characteristics over a long period of time and to a marked
degree that adversely affects educational performance:
An inability to learn that cannot be explained by intellectual, sensory or
health factors
An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with
personal or school problems
The term does not apply to children who are socially maladjusted unless it
is determined that they have an emotional disturbance
 Federal Definition of Emotional & Behavioral Disorders:
A condition exhibiting one or more of the following
characteristics over a LONG PERIOD OF TIME and to a marked
degree that adversely affects educational performance:
An inability to learn that CANNOT BE EXPLAINED BY
INTELLECTUAL, SENSORY OR HEALTH FACTORS
An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
Inappropriate types of behavior or feelings UNDER NORMAL
CIRCUMSTANCES
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with
personal or school problems
THE TERM DOES NOT APPLY TO CHILDREN WHO ARE SOCIALLY
MALADJUSTED UNLESS IT IS DETERMINED THAT THEY HAVE
AN EMOTIONAL DISTURBANCE
 What separates children with EBD from their more average
peers?
Intensity of their behavior
Long-lasting nature of their behavior

Other problems with the federal definition

Places all responsibility on the child, none on the
environment, necessitating changes to the child and not the
environment
The term behavior disorder implies the child is causing
trouble for someone else

Cultural considerations
Norms vary from culture to culture
 Number of children judged to have either serious
emotional disturbance or behavior disorders: 5-15 %

Number of children receiving special services for EBD:

About 1%

Tendency towards longevity

Longitudinal studies suggest that students at moderate or
high risk for behavior and academic problems tend to
continue to be at risk for poor school outcomes through
middle school
 Subjective judgments, often left to local personnel

Lack of clear line separating severe from mild

emotional and behavior disorders

Diagnostic Fads
Over-diagnosis and over-treatment
of certain disorders
Bipolar Disorder
ADHD
Autism Spectrum Disorders
 Neurology & Genetics
The Evil Child - future behavior is determined at birth?
Widely considered over-simplistic
Genetics tells us that some children
ARE predisposed towards:
Hyperactivity
Attention problems
Impulsiveness

Interaction Between Genetics & Environment

Data suggests that behavior is a result of integrated contributions
of factors, both internal and external
The influence of child abuse
Physical and psychological mistreatment of children is strongly predictive of
EBD, and requires preventative action such as parent training and support
 Externalizing disorders are
characterized by aggression and
acting out

Correlated Constraints That Affect Aggression

Positive Constraints
Academic Success
Positive Peer Relations
Athletic Competence
Supportive Adults
Sufficient Resources
Operate as a brake on aggression
Negative Constraints
Academic Difficulties
Attention Problems
Peer Rejection
Coercive Family Systems
Poor Parental Monitoring
Tend to predict aggression
 Family Risk Factors
Family violence, including child
abuse
Violence against children is a
behavior children are likely to
display when old enough to inflict
violence
Many believe a childs atypical
behavior may cause parents to act
in a way that is inappropriate,
causing a downward spiral
 School Risk Factors
While one might think EBD students act out as a reaction to
failure in school, in EBD children aggressive behavior is typically
observable before they enter school

School Violence & Bullying

Violence is prevalent in schools, though typically to a lesser
degree than in the community at large
Children prone to violence can be identified early
Studies suggest 6-9% of children account for more than 50
percent of discipline referrals and nearly all serious offenses
Early discipline problems are predictive of later adjustment
problems.
 Cultural & Ethnic Risk Factors
Prevalence of culturally and linguistically diverse children
who are identified as having social or emotional disturbances.
Conflict between the values of those in authority and of the
childs culture (honesty vs. loyalty, for example)

Substance Abuse Risk Factors

Exceptional children may be overrepresented among those
who use drugs and alcohol
Predisposition to substance abuse, due to factors such as
prescribed medication, social isolation, depression, family
issues, etc.
 Common characteristics:
Anxious
Withdrawn
Fearful

Children who suffer from internalizing disorders:

Are usually not disruptive
Have problems with excessive internal control
aggression is turned inward rather than outward
May be rigid and unable to be spontaneous
 Learned Helplessness
The belief that nothing they do can stop bad things from
happening
Can result in severe deterioration in performance after
failure
Pessimism about self and abilities

Suicide
Strong feelings of hopelessness can be a predominant
reason for children to think about or attempt suicide
Countered with explicit instruction in positive coping
skills, building sense of self-control
 EBD whether exhibiting external or internal aggression
has an impact on all aspects of information processing

While perceptual abilities may test

as normal, how the child perceives
stimulus may be altered
Anxiety and stress can influence all
processing mechanisms
A team approach is required to
provide appropriate supports to
address externalizing or internalizing
disorders and build self-confidence
 Preschool Children With EBD

Critical to identify children

with EBD as early as possible, to
ensure early intervention
In one study, for preschool children
identified as having an emotional
disability, only 69 percent were
considered to have the same label by
fourth grade
Even if academic ability is normal, EBD
can interfere with academic performance.
Oppositional (or depressive) behaviors must be persistent,
pervasive and severe to warrant mental health referral
 For students with EBD, Tier I must include:

A strong core reading program, to address poor

academic performance commonly associated with EBD

A consensus on school rules and classroom performance

expectations

Positive behavior approaches.

 Positive Behavior Supports
Proactively creating a positive environment that makes
misbehavior unnecessary
Creating an environment where personal needs and
interests are being met
Functional Behavior Assessment (FBA)
Gathering information about a childs behavior in order
to attempt to identify causes
Identifies antecedent behaviors
 Applied Behavior Analysis (ABA)
Focuses on the antecedents to the behavior and the
consequences following it (the Antecedents-Behavior-
Consequence, or A-B-C approach)
Focuses on modifying the antecedent and the
consequences to hopefully modify the behavior.

Residential Care
Despite the tendency towards full
Inclusion, other alternatives are being
Investigated
Programs are expensive but under
the right circumstances might be
beneficial to the student.
 Social Skills Training Developing Social Skills

Self monitoring
Self instruction training (SIT)
Self evaluation
Self reinforcement

Two desired outcomes of these methods:

The child gains self-confidence by exerting control over his
or her behaviors
The child can participate in the general education classroom
for the maximum time possible
 Teacher & Personnel Preparation
The move to full inclusion requires more teacher preparation
than ever
Rather than expecting to have super teachers a team
approach is critical to ensuring teachers are appropriately
supported
The Support Teacher (EBD Specialist)
Understands that even a child with serious behavior problems
is not disturbed all the time
Is a source of, and requires, direct assistance
Should be full-time and trained as a special education
teacher, and should be able to help all children with academic
and emotional problems.
 The Wraparound Approach
A multi-disciplinary approach makes extensive use of
agencies outside the school program
Can include services for not only the student but the family as
well
Focuses on the strengths of the students

Peer Tutoring
Peer-assisted learning strategies with a player (student with
disabilities) and a coach (student prepared to help)
Coaches must be prepared appropriately and requires
considerable planning to be successful
 Technical assistance
PBIS (Positive Behavior Interventions & Supports)
Behavior games, social skills games

Time Out
Takes students away from possibly negative interactions
Allows for a cool-off period

Assistive Technology
Effective because computers dont interact emotionally with a
child, does not allow student to resort to emotional
manipulation
Computer-based support in academic achievement can lead to
enhancement of self-worth
Students with hyperactivity or concentration issues can be
helped by a computer
 Partnering of Experts
Parents as experts on their children, and professionals
are experts in their areas, such as special education or
mental health.
Challenges
Cultural diversity sometimes leads to view that parents
need to be trained rather than partnered with
Learned helplessness
 http://www.youtube.com/watch?v=g2-Re_Fl_L4
Attention Deficit Disorder (ADD) Difficult problem to focus and control
the pressure of self.

Attention Deficit Disorder (ADD) Hyperactivity is extreme activity.

+ hyperactivity (Keaktifan melampau)

Problem child can not concentrate,

overactive, impulsive, or a
Attention Deficit Hyperactivity combination can not concentrate,
Disorder (ADHD) overactive and impulsive.
Most often seen in BOY
TYPES OF
ADHD
 Fails to give close attention to details
Difficulty sustaining attention in tasks
Does not seem to listen when spoken to directly
Often does not follow through on instructions and
fails to finish schoolwork, chores, or duties in the
workplace
Often has difficulty organizing tasks and activities
Often loses things necessary for tasks or activities
Is often easily distracted
Often forgetful in daily activity
 Often fidgets with hands or feet or squirms in seat
Often leaves seat in classroom or in other situations in
which remaining seated is expected
Often runs about or climbs excessively
Often has difficulty playing or engaging in leisure
activities
Often is on the go or as if driven by a motor
Talks excessively
 Often blurts out answer before
questions are completed
Has difficulty awaiting turn
Interrupts or intrudes on others
 Genetics
Neurology
Influence of the environment
 Children with a family history had the
opportunity to get these symptoms
Interpreted as diverse genetic heritage
 Neurologically in the brains
Among them is the brain structure, brain chemicals
and nerve pathways

Brain structure
Brain chemical
Dopamine & Nerve pathways
norepinephrine Basal ganglia
thalamocortical
 Dietary patterns, especially food and drinks that
contain high sugar content
Caffeinated drinks such as coffee and Nescafe
Environment during pregnancy such as smoking
environment affect the unborn child
pregnant women who are exposed to toxic substances
such as dioxins and polychotinated biphenyls (PCBs)
Behavioural psychotherapy
Medication
 Give child a schedule to follow
Prompt student with each step of a task
Impose time limits for assignments
Provide frequent reminders for remaining time to complete task
Use cueing devices such as alarm clocks
To teach the skill:
Help child understand what the task involves
Have child think of distractions that may be present when
completing task
Create an estimated time for completion; compare estimated
time to actual time
Find strategies to decrease distractions
 Plan a schedule for the child
Use rubrics
Break long assignments into smaller pieces with deadlines
for each piece
Create planning sheets with due dates
Use assignment planners
To teach the skill:
Walk through the planning process with the child
Have child model the planning process
Tell student to create roadmaps for tasks
Ask questions such as What do you have to do first?
 There are some medicine that have been used by doctors to
reduce the hyperactive children become more calm and not
aggressive
The effect of this drug is not prolonged because once the
drug stopped hyperactive behavior will occur again
Medications used by doctors for ADHD children are under
age
Bi Nama Ubat Peringkat Umur
l
1 Amphetamine 3 > tahun
2 Methylphenidate 6 > tahun
3 Pemoline 6 > tahun
4 Dexmethylphenidate 6 > tahun
5 Dextroamphetamine 6 > tahun
6 Atomextine 6 > tahun
 Can not sleep
Lack of appetite
Dizziness and drowsiness
Headache
Sometimes being quiet and sometimes become
aggressive.
 Make lessons very clear
Use lots of visuals
Pair students together to complete assignments
Provide hand signals
Play beat the clock
Use behavioral contracts
Use sticker charts
Provide study carrels or private offices
Allow students to move around
Allow more time for tests
Put luggage tags on book bag to remind students of what to bring home
Put sponges or mouse pads on desks for students who like to tap
Have special highlighters for students to use
Use picture mats or file folders cut into thirds to chunk assignments
Provide headphones for students to use
 HAVE YOU MEET ANY
LEARNERS WITH
EXCEPTIONALITIES OR ARE
YOU ONE OF THEM? WOULD
YOU LIKE TO SHARE YOUR
STORY?