Typology of Learners with Special Needs

“ Know the Types and Know Your Rights ”

 INTRODUCTION
"Beware Stereotypes"

MACAPILLAR
Learning Objectives: At the end of the topic the learner will be able to:

• LO 1 Distinguish the different types, identifications, etiologies, causes,

characteristics of learners who have special needs;
• LO 2 Describe the different types and levels/degrees, etiologies, causes, and
characteristics of these learners;
• LO 3 Explain the salient meaning of learners with learning, physical and
intellectual disabilities;
• LO 4 Demonstrate knowledge of teaching strategies that are inclusive of learners
with special needs
 DISABILITY

MACAPILLAR
 DISABILITY

is any condition that makes it more difficult for a person to do

certain activities or interact with the world around them. These
conditions, or impairments, may be cognitive, developmental,
intellectual, mental, physical, sensory, or a combination of
multiple factors. Impairments causing disability may be present
from birth or occur during a person's lifetime.

MACAPILLAR
 A. Learners with
Intellectual Disability

SONGSON
 FOOD FOR THOUGHT:

SONGSON
 Learners with Intellectual Disability
• Formerly labeled “mental retardation,”

• The term 'intellectual disability' refers to a group of conditions caused by

various genetic disorders and infections. Intellectual disability is usually
identified during childhood, and has an ongoing impact on an individual’s
development.

• An intellectual disability is a significant limitation in a student’s

cognitive functioning and daily adaptive behaviors (Schalock &
Luckasson, 2004; American Association on Mental Retardation, 2002)
development.
SONGSON
 Characteristics:
1. Mild range with an IQ of 50 to 70.
2. Limitations in intellectual functioning and limitations in adaptive behavior
3. Delays in cognitive, social, and adaptive behavior skills within
typical classroom settings
There are four levels of ID:
◦Mild intellectual disability
◦Moderate intellectual disability
◦Severe intellectual disability
◦Profound intellectual disability

SONGSON
 Identifications
• failure to meet intellectual milestones
• sitting, crawling, or walking later than other children
• problems learning to talk or trouble speaking clearly
• memory problems
• inability to understand the consequences of actions
• inability to think logically
• childish behavior inconsistent with the child’s age
• lack of curiosity
• learning difficulties
• IQ below 70
SONGSON
 Levels of intellectual disability
Mild intellectual
disability
◦ taking longer to learn to talk, but communicating well once they know how
◦ being fully independent in self-care when they get older
◦ having problems with reading and writing
◦ social immaturity
◦ increased difficulty with the responsibilities of marriage or parenting
◦ benefiting from specialized education plans
◦ having an IQ range of 50 to 69

ENPICTANA
 Levels of intellectual disability
Moderate intellectual
disability
◦ are slow in understanding and using language
◦ may have some difficulties with communication
◦ can learn basic reading, writing, and counting skills
◦ are generally unable to live alone
◦ can often get around on their own to familiar places
◦ can take part in various types of social activities
◦ generally having an IQ range of 35 to 49

ENPICTANA
 Levels of intellectual disability
Severe intellectual
disability
Symptoms of severe ID include:

◦ noticeable motor impairment

◦ severe damage to, or abnormal development of, their central

nervous system

◦ generally having an IQ range of 20 to 34

ENPICTANA
 Levels of intellectual disability
Profound intellectual
disability
◦ inability to understand or comply with requests or instructions
◦ possible immobility
◦ incontinence
◦ very basic nonverbal communication
◦ inability to care for their own needs independently
◦ the need of constant help and supervision
◦ having an IQ of less than 20

ENPICTANA
 Cerebral palsy

Cereb ra l p al sy (C P ) is a g ro u p o f
disorders that affect a person’s
ability to move and maintain Cerebral means having
b al a n c e a n d p o stu re . C P is th e
to do with the brain.
most c o m m o n m o to r d is a b il it y in Palsy means weakness
childhood. or problems with using
the muscles.

SUDE
 Four main types of Cerebral Palsy:
• Spastic Cerebral Palsy
- stiff muscles
• Dyskinetic Cerebral Palsy
- uncontrollable movements
• Ataxic Cerebral Palsy
- poor balance and coordination
• Mixed Cerebral Palsy
- mixed CP is spastic-dyskinetic CP

SUDE
 Causes and Risk Factors

• CP is caused by abnormal development of the brain or damage to the

developing brain that affects a child’s ability to control his/her muscles.
• The brain damage that leads to CP can happen before birth, during birth,
within a month after birth, or during the first years of a child’s life,
• CP related to brain damage that occurred before or during birth is called
congenital CP.

SUDE
 (Three) 3 early signs of cerebral palsy:

• Developmental delays - The child is slow to reach milestones such

as rolling over, sitting, crawling, and walking. Developmental
delays are the main clues that a child might have cerebral palsy.
• Abnormal muscle tone - Body parts are floppy or too stiff.
• Abnormal posture - The child might also use one side of the body
more than the other when reaching, crawling, or moving.

SUDE
 How to Make Classrooms more Inclusive for
Students with Cerebral Palsy

Change up
Use Assigned
Instructional
Seating
methods

SUD
 How to Make Classrooms more Inclusive for
Students with Cerebral Palsy

Provide No Tolerance
choice bullying
Collaborate
with Teachers
& Parents

SUDE
 Trisomy 21 (Downsyndrome)

• Trisomy 21 is the most common chromosomal

anomaly in humans,
• Also known as Down syndrome, trisomy 21 is a
genetic condition caused by an extra chromosome.
• The disorder was first identified in 1866 by John
Langdon Down, a British physician.

BARANDINO
 Certain medical problems and may develop:
• Congenital heart disease
• Epilepsy
• Gastrointestinal
• Hearing loss
abnormalities
• Speech apraxia • Musculoskeletal and
(difficulty making movement problems
speech sounds) • Spine disorders such as
• Sleep disorders scoliosis, kyphosis or
• Feeding disorders lordosis
• Developmental • Endocrinologic disorders
disabilities

BARANDINO
 Sign and Symptoms
• Distinctive facial features
• Mild to moderate intellectual disabilities
• Heart, kidney and thyroid issues
• Numerous respiratory infections, from colds to
bronchitis and pneumonia
• Skeletal abnormalities, including spine, hip,
foot and hand disorders
• Flexible joints and weak, floppy muscles
• Overly quiet baby
• Less responsive to stimuli
• Vision and hearing impairment
• Inwardly curved little finger
• Wide space between the great and second toe
NDINO
BARANDINO
 Strategies in teaching
students with Trisonomy 21
• In your language (both written and oral), put the person
before the disability.
• Acknowledge how words can create barriers
• Always speak directly to the student, using clear,
receptive, language and short sentences.
• Place a strong emphasis on visual learning when
teaching reading to students with Down Syndrome.
• Believe in your student's abilities
BARANDINO
 Brina Maxino

BARANDINO
 HOW FAR HAVE
WE GONE?

MACAPILLAR
Direction: Raise your hand if you know the correct answer.

Q.1) It's the most common genetic chromosomal disorder and cause of
learning disabilities in children.

a. Down Syndrome b. Cerebral

Palsy
c. Depression
d. Autism
MACAPILLAR
 Q.2) People with cerebral palsy can have problems swallowing and
commonly have eye muscle imbalance, in which the eyes show

a. no focus b. blindness
c. poor vision d.
responsive

MACAPILLAR
 B. Learners with Learning
Disability

MALICSI
 FOOD FOR THOUGHT

MALICSI
 Learners with Learning Disability
• A learning disability is a neurological disorder. In simple terms, a learning
disability results from a difference in the way a person's brain is "wired."
Children with learning disabilities are smart or smarter than their peers.
• Learning disabilities that affect an individual’s understanding of what they read
or of spoken language. The ability to express one’s self with oral language may
also be impacted.
• A learning disability can't be cured or fixed;
• however, children with learning disabilities can succeed in school and go on to
successful, often distinguished careers later in life.

MALICSI
 TRIVIA

"Not all great minds think alike."

Did you know that Albert Einstein couldn't read until he was nine?
Walt Disney, General George Patton, and Vice President Nelson
Rockefeller had trouble reading all their lives. Whoopi Goldberg
and Charles Schwab and many others have learning disabilities
which haven't affected their ultimate success.

MALICSI
 Facts about learning Disabilities
• Learning disabilities often run in families.
• Learning disabilities should not be confused with other disabilities
such as autism, intellectual disability, deafness, blindness, and
behavioral disorders. None of these conditions are learning
disabilities. In addition, they should not be confused with lack of
educational opportunities like frequent changes of schools or
attendance problems. Also, children who are learning English do
not necessarily have a learning disability.
• Attention disorders, such as Attention Deficit/Hyperactivity
Disorder (ADHD) and learning disabilities often occur at the same
time, but the two disorders are not the same.

MALICSI
 Common Learning Disabilities

YBAÑEZ
 Dyslexia

a language-based disability in
which a person has trouble
understanding written words. It may
also be referred to as reading
disability or reading disorder.

YBAÑEZ
 Main causes of Dyslexia
• Dyslexia tends to run in families. It appears to be linked to
certain genes that affect how the brain processes reading and
language, as well as risk factors in the environment.
Dyslexia risk factors include:
• A family history of dyslexia or other learning disabilities
• Premature birth or low birth weight
• Exposure during pregnancy to nicotine, drugs, alcohol or infection that
may alter brain development in the fetus
• Individual differences in the parts of the brain that enable reading
YBAÑEZ
 Strategies
_ on how to teach students with
Dyslexia
• Avoid obsessing with spelling and grammar
(SPAG) corrections
• Provide lesson recordings
• Allow extra time
• Give clear instructions
• Provide alternatives

YBAÑEZ
 Dyscalculia

- a mathematical disability in
which a person has a difficult
time solving arithmetic
problems and grasping math
concepts.

YBAÑEZ
 What causes dyscalculia?
The exact causes for dyscalculia cannot be pointed and differ from person to
person. However, following is a list of potential causes.

• GENETICS
• BRAIN
DEVELOPMENT
• ENVIRONMENT
• BRAIN
YBAÑEZ
INJURY
 Teacher & Classroom Accommondations for Dyscalculia

• Use graph paper to help line up numbers and problems

• Give the students a list of the math formulas taught in the class
• Use like coins, blocks, and puzzle to teach math ideas
• Use attention phrases like "This is important to know because......."
• Use concrete examples that connect math to real life
• Check in frequently to make sure the student understands the work/lesson
• Use graphic organize oinformation or help breakdown math problems into
steps.
YBAÑEZ
 Dysgraphia

– a writing disability in which a

person finds it hard to form letters
or write within a defined space.

YBAÑEZ
 The cause of Dysgraphia

The disorder is unknown, but in adults, it is usually

associated with damage to the parietal lobe of the brain.
Dysgraphia is a neurological disorder characterized by
writing disabilities. Specifically, the disorder causes a
person's writing to be distorted or incorrect.

YBAÑEZ
 How teaher can handle a students with Dysgraphia

• Raised line papers

• Speech text software
• Allow audio recorder
• Brainstorm writing ideas
• Profread with students

YBAÑEZ
 HOW FAR HAVE
WE GONE?

MACAPILLAR
Direction: Raise your hand if you know the correct answer.

Q.1) It's a language-based disability in which a person has trouble

understanding written words. It may also be referred to as reading
disability

a. Dyslexia b. Dyscalculia

c. Dysgraphia d. Auditory Disorder

MACAPILLAR
 Q.1) It's a writing disability in which a person finds it hard to form
letters or write within a defined space

a. Dyslexia b. Dyscalculia

c. Dysgraphia d. Auditory Disorder

MACAPILLAR
 C. Learners with Physical
Disabilities

ROQU
 FOOD FOR THOUGHT

ROQU
 Learners with Physical Disabilities

A physical disability is a physical condition that

affects a person's mobility, physical capacity,
stamina, or dexterity.
Students with physical disabilities may have problems related to movement, posture
(e.g., sitting, standing), grasping or manipulating objects, communication, eating,
perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal
muscles

ROQU
 Visual impairment

Visual impairment, also known as

vision impairment or vision loss, is
a decreased ability to see to a
degree that causes problems not
fixable by usual means, such as
glasses.
Some also include those who have a decreased ability
to see because they do not have access to glasses or
contact lenses.
ROQU
 Common Causes of Visual Impairment

- glaucoma
- retinopathy of prematurity
- cataracts - retinal detachment
- diabetic retinopathy
- cortical visual impairment
- infection
- trauma.
ROQU
 Strategies for teachers

1. Encourage the student to use visual aids

2. Make sure lighting is suitable

3. eliminate the risk of glare from the desk and whiteboard

ROQU
 Hearing Impairment

Hearing impairment, or
hearing loss, occurs when you
lose part or all of your ability
to hear.Other terms that are
used to refer to hearing
impairment are deaf and hard
of hearing.

SAMONTE
 Common Causes of Hearing Impairment

- viral or bacterial infection

- physical damage to the ear
- head trauma
- circulatory system disorders
- genetic or inherited disorders

SAMONTE
 Strategies for teachers

1. seat themselves toward the front of the lecture

2. Use assistive listening devices

3. Ensure that any background noise is minimised.

SAMONTE
 Speech Impairment

- is a condition in which the ability to produce

speech sounds that are necessary to
communicate with others is impaired. Speech
impairments can be mild, such as occasionally
mispronouncing a couple of words, to severe,
such as not being able to produce speech sounds
at all.

SAMONTE
 Common Causes of Speech Impairment

- hearing loss,
- neurological disorders
- brain injury
- intellectual disabilities
- drug abuse,
- physical impairments such as cleft lip or
palate, and vocal abuse ormisuse.

SAMONTE
 Strategies for teachers

1. Reduce unnecessary classroom noise as much as possible

2. Provide verbal clues often

3.Speak clearly and deliberately

SAMONTE
 Multiple Impairment
Multiple disabilities means a student has
more than one serious disability which may
affect mobility, behavior, emotion or
sensory abilities. Some characteristic
challenges of individuals with severe
multiple impairment are: Limited
communication or speech impairment.
Problems with physical mobility.
CABO
 Common Causes of Multiple Impairment

- traumatic brain injury (TBI),

- genetic disorder
- chromosomal abnormality
- premature birth
- developmental delay

CABO
 Strategies for teachers

1. Believe in the student‘s ability to learn something new they can do it

2. Give plenty of wait time when looking for a student response

3. Work with the Speech & Language Therapist to determine what type of
communicator the student is.

CABO
 HOW FAR HAVE
WE GONE?

MACAPILLAR
Direction: Choose and raise your hand if you know the correct answer.

Q1) This is defined as a combination of severe educational

problems that cannot be accommodated in special education
programs.

a. Auditory impairments c. visual impairments

b. speech impairments d. multiple impairments

MACAPILLAR
Q.2) This can be observed in children with difficulties in
talking, understanding, reading and writing.

a. Auditory impairments c. visual impairments

b. Speech impairments d. multiple impairments

MACAPILLAR
Teaching Tips and Strategies

• Set the tone from day one

• Structure lesson plans to support inclusivity
• Communicate clearly with students and parents
• Partner students with disabilities with students who do not
have disabilities
• Make yourself available
CONCLUSION
SALAMAT
P0