CHILDREN WITH

SPECIAL NEEDS
CHAPTER 10
Carl Andrew Medes
Monica Factor
Jian Clark ama
The Nature of Special
Needs
 The nature of Special
needs
In one or perhaps , even in many occasions, you may have notice
children who acted, behave or talking manner that is distinctly
different from the way other children do.
 They are children (or students) with special needs.
 Children have special challenges that a normal individual would not
face.
 Children with special needs can stay in regular classroom but some
require a special care and intervention.
 Dealing with and teaching children with special needs is a challenge
for teachers.
 General and specific categories of
students with special needs.
1. Those with specific cognitive or academic difficulties
2. Those with social or behavioral problems
3. Thosewith general delays in cognitive and social
functioning.
4. Those with physical or sensory challenges
5. Those with advance cognitive development
 SPECIFIC COGNITIVE OR ACADEMIC
DIFFICULTIES AND INDICATIVE BEHAVIORS
LEARNING DISABILITIES
are difficulties in the cognitive process (e.g.
perceptions, language, memory) but are not
attributed or cause by other disabilities like
mental retardation, emotional or behavioral
disorders etc.
Characteristics of Children
with Cognitive and
Academic Difficulties
PERCEPTUAL DIFFICULTY
MEMORY DIFFICULTY
METACOGNITIVE DIFFICULTY
DIFFICULTY IN PROCESSING ORAL LANGUAGE
READING DIFFICULTY
WRITTEN LANGUAGE DIFFICULTY
MATHEMATICAL DIFFICULTY
DIFFICULTY WITH SOCIAL PERCEPTIONS
 ATTENTION DEFICIT AND HYPERACTIVITY
DISORDER (ADHD)
With ADHD, there is difficulty in focusing
and maintaining attention and in many cases
characterized by hyperactive and impulsive
behavior. It is possible that this difficulty has
biological and genetic bases.
 Common Characteristics of Children
with ADHD
A. Often inattentive
B. Hyperactive
C. Impulsive
D. Difficulty in cognitive processing
E. Lagging behind academic achievement
F. Exceptional imagination and creativity
G. Classroom behavior problems
H. Difficulty interpreting and reasoning about social situations
I. Greater emotional reactivity (excitability, hostility) in interacting with
peers.
J. Few friendships; in some cases, rejected by peers
K. Poor memory
L. Disorganized
M. Restlessness, incessant talking and incessant activity
 SPEECH AND COMMUNICATION DISORDERS

These are impairments in spoken language or

communication (e.g. stuttering, mispronunciation) and
comprehension. The difficulties are articulation problems,
stuttering, abnormal syntactic patterns, and difficulty
understanding the speech of others, all of which are likely
to interfere with academic performance
 CHARACTERISTICS OF CHILDREN WITH
SPEECH AND COMMUNICATION DISORDERS
a)Usually, these children have
difficulties in reading and writing
b)Are self-conscious
c)Are embarrassed when talking
d)Are reluctant to speak
 SOCIAL AND
BEHAVIORAL
PROBLEMS AND
BEHAVIORAL
INDICATORS
EMOTIONAL OR BEHAVIORAL DISORDER

These are emotional states that are

present and which persist for a long
time and which affect learning and
academic performance and social
behavior.
 Symptoms can be seen in external
behaviours that have direct or indirect effect
on other people, like; defiance, aggression,
lying, stealing, disobedience, or lack of self-
control or impulsiveness.
The following Behaviors may Indicate a social or
behavioral disorder among students.

a. Difficulty in Interacting with others in socially acceptable manner.

b. Difficulty in establishing satisfactory interpersonal relationship.
c. Poor self-concept
d. Frequently absent From school
e. Deteriorating academic performance
f. Unable to learn but cannot be explained by IQ sensory or health factors
g. Showing inappropriate types of behavior or feelings even under normal
circumstances
h. Developing physical symptoms or fears associated with personal or school
problems
AUTISM

It is a condition that is caused by

brain abnormality. This is a Disability
marked by impairment in social
interaction.
 Children with AUTISM have not
developed the basic social skills.
Their social cognition is impaired,
thus they are not able to interpret
social situation accurately.
Charcteristics of Children with Autism

a. They engaged in obsessively repetitive movement

activities like rocking back and forth: wringing of
the hands and other stereotyped movements
b. They can be self-abusive, as for example, banging
their hands, slapping or biting themselves.
c. They have unusual responses to sensory inputs as
for example exaggerated response to sound
d. They are withdrawn and did not
communicate at all.
e. They exhibit periodic emotional outburst.
f. May exhibit abnormal responses to objects.
DELAYS IN COGNITIVE AND
SOCIAL FUNCTIONING AND
BEHAVIORAL INDICATORS
MENTAL RETARDATION

Condition of significantly below

average intelligence as well as deficit in
social and practical intelligence and
adaptive behavior.
Common Characteristics of Students
with Developmental Delays

a. They have a desire to belong and fit in at school.

b. They have less general knowledge about the world
c. They have poor reading and language skills
PHYSICAL AND SENSORY
CHALLENGESAND
BEHAVIORAL INDICATORS
Physical and Health Impairments

These are general physical and medical

condition (usually long term) that interfere
with school performance. Students in this
category have limited energy and energy and
strengths mental alertness a little muscle
control.
 Common Characteristics o Indicators
of Physical Sensory Challenges.
a. Learning ability similar to that of nondisabled students
b. Fewer opportunities to experience and interact with
outside world in educationally important ways as for
example fewer opportunities to ride in a bus or public
transport, or visit museum, thus making knowledge more
limited.
c. Low stamina and tendency to tire easily
d. Possible low esteem , insecurity, embarrassment due to
their physical limitations.
VISUAL IMPAIRMENT

Malfunction of the eyes or optic nerve that

prevent normal vision even with corrective
lenses. Some are totally blind; others have
tunnel vision ,some with limited sensitivity to
light.
Common Characteristics of Children
with Visual Imapairments
a. Normal functioning of the other senses (hearing, smelling
etc).
b. General learning ability similar to that of nondisabled
children.
c. Fewer opportunities to experience and interact with the
outside world (less exposure to visual materials), thus
more limited vocabulary and general knowledge about the
world.
d. Reduce capability to imitate others.
e. Inability to observe body language and other nonverbal
cues of people , leading to misperception of intended
meanings
f. Occasional confusion particularly in chaotic situation
like playground, canteen etc.
g. A general feeling of uncertainty and anxiety because of
no visual knowledge of events in the classroom.
h. Less knowledge about the convention about the
convention of written language.
HEARING LOSS

Malfunction of the ear or associated nerve that

interfere with the perception of sounds.
COMMON CHARACTERISTICS

a. Delayed language development especially if the

impairment was present at birth
b. Less oral language than hearing classmates.
c. Some ability to read lips
d. Proficiency in sign language.
e. Less developed reading skills
f. Less general knowledge about the world that other peers.
g. More limited social skills due to reduced ability to
communication, leading to social isolation.
SEVERE AND MULTIPLE DISABILITY

Having two or more of the

disability described earlier and most
probably require highly specialized
services.
COMMOM CHARACTERISTICS

a. They have varying degrees of intellectual functioning.

b. Limited awareness of surrounding stimuli and events.
c. Limited communication skills often consisting of gestures,
facial expression, but can be facilitated by technology.
d. Significant delays in motor development.
e. Mid or sensory impairments.
f. Extensive medical needs.
 CHILDREN WITH ADVANCED
COGNITIVE DEVELOPMENT AND
BEHAVIORAL INDICATORS
GIFTEDNESS

Unusual high ability or aptitude in any or

more of the following areas. Intellectual
ability, aptitude in a specific academic field ,
creativity, visual or performing arts, or
leadership.
CHARACTERISTICS OF GIFTED CHILDREN

a. More advanced vocabulary, language and reading skills

than the rest of their classmates
b. Able to learn more quickly, easily and independently than
their peers.
c. More advanced and effective cognitive processing and
metacognitive skills.
d. Greater flexibility in ideas and approaches to tasks
e. Able to do formal operational tasks.
f. They have high standards regarding their
performance.
g. They are highly motivated to achieve challenges
tasks.
h. Positive self-concept especially academic
endeavors.
i. Above average social development and emotional
adjustment.
THANK YOU !!!