Lesson 6:Basic

Concepts about
Higher
Incidence
Disabilities
OBJECTIVES:
✗ Enumerate and discuss the classification of higher
incidence disabilities.
✗ Describe and discuss the prevalence, characteristics, causes
& prevention, assessment and teaching strategies of
students with learning disabilities, intellectual disability,
communication disorder, autism, and emotional &
behavioral disorder.
 LEARNING
DISABILITIES
1 (LD)
Definition
• Learning disability are problems that affect the
brain’s ability to receive, process, analyze or
store information.
• These problems can make it difficult for a
student to learn as quickly as someone who isn’t
affected by learning disability.
Characteristics
✗ slow reading or writing rate
✗ problems remembering math facts
✗ problems with reasoning and abstract concept
✗ difficulty finding important points or main ideas
✗ problems understanding and difficulty remembering
what is read
Characteristics
✗ difficulty recalling arithmetic operations
✗ confusion of similar words
✗ letter reversals frequent spelling errors
✗ confusion or reversal of numbers or math symbols
✗ overlarge hand writing
✗ difficulty following directions
✗ inability to complete assignments in time allowed
 Prevalence
✗ The quality or state of being
✗ The degree which is prevalent; especially: the percentage
of a population that is affected with a particular disease at
a given time.
Example: Specific learning disability are considered as high-
incidence disability. The U.S Department of Education reports
that there are over 2.8 million students being served for specific
learning disabilities. This number of students is approximately
47.4% of all children receiving special education services
 Causes and Prevention
✗ Learning disabilities often run in the family. Children with
learning disabilities are likely to have parents or other relative
with difficulties. Problems during pregnancy and birth.
✗ Learning disabilities can result from anomalies in the developing
brain, illness or injury, fetal exposure to alcohol or drugs, low
birth weight, oxygen deprivation, or by premature or prolonged
labor. Accident after birth.
✗ Learning disabilities can also be caused by head injuries,
malnutrition, or by toxic posture (such as heavy metals or
pesticides).
 Assessment
✗ Intelligence tests (often called IQ tests) most commonly used to
diagnose a learning disability
✗ Language Tests used in the diagnosis of learning disabilities.
These tests explore your child's ability to understand spoken and
written language and to respond verbally to questions or cues.
 Early Intervention and Teaching
Strategies
✗ After you and your child understand the results of the evaluation,
ask the school for a description of the various interventions or
supportive services it can offer. This will begin to provide you
with a clear, comprehensive view of what may lie ahead for your
child. Your decision about interventions will depend on the
evaluation results and the school district's resources, including the
specific resources of your youngster's school.
 Early Intervention and Teaching
Strategies
✗ Resource Room. Your child may qualify for part-time or full-
time special ser­vices in a resource room for certain specific
academic subjects, while being "mainstreamed" for other subjects
and activities. Make sure goals and expec­tations are set
appropriately, with a timetable for achieving them. If needed,
your child may also receive help for language problems (speech
or language therapy) or motor problems (physical or occupational
therapy).
 Early Intervention and Teaching
Strategies
✗ Inclusion Mainstreaming or Full/Partial. This is a system in which a
hand­icapped youngster is educated alongside her non handicapped peers
to the greatest extent possible. For students who do not meet the
discrepancy crite­ria for special services under federal law but still need
some help, their regu­lar classroom teachers should make changes in the
classroom to meet the child's needs, such as modifications in the
youngster's curriculum, the man­ner in which subjects are taught,
homework assignments, and overall expec­tations. Throughout this
process it is essential that the child's strengths, including extracurricular
activities, are nurtured and maintained.
 Early Intervention and Teaching
Strategies
✗ "Bypass" Interventions. Besides direct intervention, "bypass"
strategies also are quite effective for some children. This is a
method in which weak­nesses are circumvented or bypassed. For
instance, a child with writing prob­lems might use a word
processor to write reports. If she has good oral expressive skills,
she could be allowed to give oral reports rather than written ones,
and take tests orally.
Early Intervention and Teaching
Strategies
✗ Home-Based Support. At home you can modify the environment or the
emo­tional climate, keep expectations realistic, and generally be
supportive of your child. Develop homework routines, be available for
help, maintain quiet in the house during homework hours, and if
necessary, reduce your child's commitment to extracurricular activities to
allow more time and energy for studies. Again, nurture and maintain
other avenues of success and gratification. Hiring a tutor may be very
helpful and often can reduce or eliminate homework-related tensions
between parent and child. However, be realistic and do not overload a
youngster's capacity to perform, or deprive her of time to pursue interests
and activities unrelated to school.
 Early Intervention and Teaching
Strategies
✗ Other Interventions. If your youngster is feeling depressed, anxious, or dis­
couraged, psychological counseling may be appropriate. Sometimes family
counseling is very helpful so family members can better understand each other's
feelings and needs, reassign roles and responsibilities, and diminish in­tense sibling
rivalry.
If your youngster has serious attention problems, or hyperactive-impulsive tendencies,
she might be helped by medication that reduces distractibility and increases attention
span. This medication should be part of a therapeutic pack­age that might include
educational and behavioral intervention and psychotherapy. Also, any medical
conditions that may be contributing to the learning difficulties or that cause school
absen­teeism need to be treated. These might include central nervous system illnesses
or injuries (such as seizure disorders) or a hearing or vision impairment.
 Types of LDs - Dyslexia
- is a learning disorder characterized by difficulty in reading
Signs and symptoms:
Before school
• Late talking
• Learning new words slowly
• Difficulty learning nursery rhymes
• Difficulty playing rhyming games
School age
• Reading well below the expected level for your child’s age
• Problem processing and understanding what he or she hears
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences letters and words
• Inability to sound out the pronunciation of an unfamiliar word
• Difficulty spelling
• Trouble learning a foreign language
 Types of LDs - Dyslexia
Teens and adults
• Difficulty reading, including reading aloud
• Trouble understanding jokes or expressions that have a meaning not easily understood
from the specific words (idioms), such as “piece of cake” meaning “easy”
• Difficulty with time management
• Difficulty summarizing a story
• Trouble learning a foreign language
• Difficulty memorizing
Difficulty doing math problem
 Types of LDs - Dyslexia
Strategies
• Expose the child to early reading, writing, drawing, and practice to encourage
development of print knowledge, basic letter information, recognition skills and
linguistic awareness.
• Have your child practice reading different kind of texts, this includes books,
magazines, ads and comics.
• Include multi-sensory, structured language instruction. Practice using sight, sound and
touch when introducing new ideas.
• Get help with the emotional issues that arise from struggling to overcome academic
difficulties.
 Types of LDs - Dysgraphia
SIGNS and SYMPTOMS:
• Has cramped or unusual grip or may complain of sore hand strategies
• Use oral exams
• Allow use of tape recorder for lectures
• Allow the use of note taker
• Provide notes or outlines to reduce the amount of writing required
• Allowed use of wide rule paper and graph paper
• Suggest use of pencil grips or specially designed writing aids
• Provide alternatives to written assignments (video tapes reports, audio taped
reports)
 Types of LDs - Dysgraphia
-is a specific learning disability that affects written expression
SIGNS and SYMPTOMS:
• may have illegible printing and cursive writing
• Has unfinished words or letters, omitted words
• Inconsistent spacing between words and letters
• Exhibits strange wrist, body or paper position
• Has difficulty pre-visualizing letter information
• Copying or writing is low or labored
• Has great difficulty thinking and writing at the same time
 Types of LDs -Dyscalculia
-term referring to a wide range of life-long learning disabilities involving math.

SIGNS and SYMPTOMS:

• Show difficulty understanding concepts of math
• Has difficulty understanding and doing word problems
• Has difficulty sequencing information or event
• Is challenged making change and handling money
• Displays difficulty recognizing patterns when adding, subtracting,
multiplying, or dividing strategies
 Types of LDs -Dyscalculia
STRATEGIES:
• Allow use of fingers and scratch paper
• Using diagrams and draw math concepts
• Provide peer assistance
• Suggest use of graph paper
• Suggest use colored pencils to differentiate problems
• Work with manipulative
• Draw pictures of word problems
• Use rhythm and music to teach math facts and to set steps to a beat
 intellectual
DISABILITIES
2 (iD)
Definition
• A Disability is an impairment that limits functioning.
Therefore, an Intellectual Disability is a type of disability that
results from limited mental capacity.
• Intellectual Disabilities are a type of “Neurodevelopmental
Disorder.” Typically manifest in early development,
affecting cognitive, social, academic, and later occupational
functioning.
 intellectual
DISABILITIES
2 (iD)
Definition
• ID or formerly referred to as “mental retardation.” It means
that a person with ID has certain limitations in mental
functioning and skills such as communicating, taking care of
himself/herself and social skills.
 
 Characteristics
ID is characterized by:
✗ Significant limitations in intellectual functioning (e.g., reasoning,
learning, and problem solving);
✗ Significant limitations in adaptive behaviour (i.e., conceptual, social,
and practical skills in everyday life); and
✗ Onset in childhood (before the age of 18 years; American
Association on Intellectual and Developmental Disabilities [AAIDD,
2013]).
 Prevalence
✗ Intellectual disability affects about 1% to 3% of the global
population – about 200 million people.
✗ According to IDEA (Individuals with Disabilities Education Act), ID
is the most common developmental disability. In the United States,
approximately 6.5 million people have Intellectual Disability
✗ In the Philippines, ID comprises 7.02% of the total population of
persons with disabilities. (2000 National Statistics Office Census)
 Causes And Prevention
The causes can be categorized as follows:
✗ Genetic conditions - These result from abnormalities of genes
inherited from parents, errors when genes combine, or from other
disorders of the genes caused during pregnancy by infections,
overexposure to x-rays and other factors.
✗ Chromosomal disorders happen sporadically and are caused by too
many or too few chromosomes, or by a change in structure of a
chromosome.
 Causes And Prevention
✗ Problems during pregnancy
Use of alcohol or drugs by the pregnant mother can cause
intellectual disability. In fact, alcohol is known to be the leading
preventable cause of intellectual disability.
✗ Recent research has implicated smoking is increasing the risk of
intellectual disability.
✗ Other risks include malnutrition, certain environmental toxins, and
illnesses of the mother during pregnancy, such as toxoplasmosis,
cytomegalovirus, rubella and syphilis.
 Causes And Prevention
✗ Problems at birth - Prematurity and low birth weight predict serious
problems more often than any other conditions. Difficulties in the
birth process such as temporary oxygen deprivation or birth injuries
may cause intellectual disability.
✗ Problems after birth - Childhood diseases such as whooping cough,
chicken pox, measles, and Hib disease that may lead to meningitis
and encephalitis can damage the brain, as can injuries such as a blow
to the head or near drowning.
 Causes And Prevention
✗ Poverty and cultural deprivation - Children growing up in poverty
are at higher risk for malnutrition, childhood diseases, exposure to
environmental health hazards and often receive inadequate health
care. These factors increase the risk of intellectual disability.
 Assessment
✗ Tests of intellectual functioning are designed to measure different
mental abilities. These tests are commonly called IQ tests. IQ tests
measure the following mental abilities:
-Reasoning;
-Problem solving;
-Abstract thinking;
-Judgment;
-Academic learning;
-Experiential learning
 Early Intervention
✗ Initial intervention processes for children with intellectual disabilities (IDs) largely
focused on direct efforts to impact core cognitive and academic deficits associated
with the diagnosis. Recent research on risk processes in families of children with ID,
however, has influenced new developmental system approaches to early intervention.
Recent risk and resilience processes are reviewed that connect stress, family process,
and the high rates of behavioral problems in children with ID that have substantial
influence on child and family outcomes. These models are linked to emerging
evidence-based intervention processes that focus on strategic parent skill training and
mindfulness interventions that reduce parental stress and create indirect benefits for
children's behavioral competencies. A family-focused developmental systems
approach (M. J. Guralnick, 2011) is emphasized.
 Teaching Strategies
✗ Teachers need to provide direct instruction in a number of skill areas
outside of the general curriculum.
✗ To break down learning tasks into small steps
✗ Each learning task is introduced, one step at a time. This avoids
overwhelming the student. Once the student has mastered one step,
the next step is introduced.
✗ Modify the teaching approach
Lengthy verbal directions and abstract lectures are ineffective
teaching methods for most audiences.
 Teaching Strategies
✗ Using Visual Aids
People with ID do best in learning environments where visual aids are used.
This might include charts, pictures, and graphs. These visual tools are also
useful for helping students to understand what behaviors are expected of
them.
✗ Provide direct and immediate feedback
Individuals with ID require immediate feedback. This enables them to make
a connection between their behavior and the teacher's response. A delay in
providing feedback makes it difficult to form connection between cause and
effect. As a result, the learning point may be missed.
 Teaching Strategies
✗ Functional Activities
Children with intellectual disabilities learn better through functional day-to-
day activities. Thus, instead of attempting to teach science theory or
geography, it is better to teach practical things that will be useful, such as
how to boil an egg or how to find their way to their friend’s house.
✗ Quiet Work Space
Children with ID tend to get distracted easily and struggle with attention.
Ensure that the child has a work/study space that is quiet and free from
distractions.
 Teaching Strategies
✗ Repetition of Concepts over the Day
Children with ID need to learn a concept in different ways and have the
opportunity to practice it many times in order to learn and remember it.
Allow time and opportunities for children to practice the skills that have
been taught.
✗ Hands on Learning
Children with ID learn a lot through doing tasks rather than just listening.
The classroom or teaching area must have space and resources to allow
children with ID to do various activities that are functional as well as
academic.
 COMMUNICATIO
3 N DISORDER
Definition
• Impairment in the ability to SEND, RECEIVE, PROCESS
AND COMPREHEND concept. A communication disorder
may be evident in the process of hearing, language, and
speech.

 
 Types of communication disorder
✗ SPEECH DISORDER
-is a group of conditions where there is problem in speech formation and
creation which leads to difficulty in communicating with others. Speech
disorders can affect the way a person creates sounds to form words. Certain
voice disorders may also be considered speech disorders.
Speech Disorder Characteristics
A child’s communication is considered delayed when the child is
noticeably behind his or her peers in the acquisition of speech and/ or
language skills. Sometimes a child will have greater receptive
(understanding) than expressive (speaking) language skills, but this is not
always the case.
 Types of communication disorder
✗ Language disorder
is an impairment that makes it hard for someone to find the right words
and for clear sentences when speaking. It can also make it difficult to
understand what another person says. A child may have difficulty
understanding what others say, may struggle to put thoughts into words or
both.
A language disorder is impairment in the ability to understand and/ or
use words in context both verbally and nonverbally.
 Types of communication disorder
Characteristics of language disorder
✗ improper use of words and their meaning
✗ inability to express ideas
✗ inappropriate grammatical patterns
✗ reduced vocabulary and inability to follow directions
✗ one or a combination of these characteristics may occur in children
who are affected by language learning delay.
 Prevalence
✗ It was found that among the clients diagnosed as having communication
disorders, Hearing Impairment was found to be the most prevalent in both
children (30.81%) and adults (32.1%). Further, specific language
impairment (8.04%), Delayed Speech and Language secondary to Cerebral
palsy (7.21%) and delayed speech and language secondary to Intellectual
Disability (6.15%) were also a few of the communication disorders seen.
Among the risk factors causing communication disorders, consanguineous
marriage (20.78%) was found to be the prominent causative factor followed
by positive family history of speech and language disorder (7.12%), delayed
birth cry (7.07%) and neonatal seizure (5.86%) etc.
 Causes and Prevention -
Language Disorder
✗ HEREDITARY CAUSES:
When the language disorder is inherited from one or both of the parents. 
✗ CONGENITAL CAUSES:
When the language disorder is caused by the use of prescription drugs or
complications during pregnancy.  
✗ PRENATAL/PERINATAL CAUSES:
Language disorders that originate before/during birth.
 Causes and Prevention -
Language Disorder
✗ POSTNATAL CAUSES:
Language disorders that appear after pregnancy, like disorders due to
premature birth.
✗ ENVIRONMENTAL CAUSES:
Are also a large factor that influence language, as the child surroundings
may affect his or her linguistic abilities. 
✗ PSYCHOSOMATIC CAUSES:
Have been known to play an important role in the development of some
language disorder.
 Causes and Prevention -
SPEECH DISORDER
✗ Speech disorders affect the vocal cords, muscles, nerves, and other
structures within throat.
Cause may include:
✗ Vocal damage
✗ Brain damage
✗ Muscles weakness
✗ Respiratory weakness
✗ Strokes
✗ Polyps or nodules on the vocal cords
✗ Vocal cord paralysis
✗ People who have a certain medical or developmental conditions may also
have speech disorders.
 Assessment
✗ Impairments in body structure and function, including underlying strengths
and weaknesses in communication and communication-related areas.
✗ Co-morbid deficits or health conditions, such as spoken or written language
disorders, ADHD, or developmental disabilities.
✗ Limitations in activity and participation, including functional
communication and interpersonal interactions.
✗ Contextual (environmental and personal) factors that serve as barriers to or
facilitators of successful communication and life participation.
✗ The impact of communication impairments on the individual’s quality of
life.
✗  
 Early Intervention
✗ Prevention of a disorder. If prevention is stressed, there may be a
means for delaying or avoiding the onset of a disorder. Federal
legislation encourages prevention by stressing early identification
and treatment of communication disorders.
An example is the Early Hearing Detection and Intervention (EHDI)
program. This is a national initiative to screen the hearing of all
newborns by one month of age. The program has greatly enhanced
early detection of hearing loss, allowing for earlier intervention and
better outcomes. 
 Early Intervention
✗ Elimination of a disorder. A child may be able to develop normal
speech or language, although this is difficult to predict for most
young children. We often don’t know the cause of “late talking” and
can’t predict the course of development. Many articulation disorders
are the result of an error pattern that then becomes the habitually
used incorrect sound. With intervention, these speech sound
disorders are often quickly eliminated, especially for school-age
children. 
 Teaching Strategies to help a child
compensate for a disorder.
✗ These are strategies used to develop a functional means of
communication for a child. Compensatory strategies can reduce a
child’s frustration with communication difficulties. For example, a
young child with Down Syndrome can learn and effectively use
many signs (Baby Sign or American Sign Language signs) or
gestures (pointing to a desired item) to express their needs while
they are also working on developing their speech. A non-verbal child
with autism may use Picture Exchange Communication System
(PECS) as a strategy to help develop a functional means of
communication.
 Teaching Strategies to help a child
compensate for a disorder.
✗ These strategies may also be used to give the child an immediate
way to communicate while also working on more long-term
strategies to develop other speech and language skills. For younger
children, teaching simple attention-getting or cause-and-effect work
best. For example, “When I hit the switch, the toy lights up and
makes music.” Older children with greater cognitive maturity can
benefit more often from these strategies. They are able to explore
alternative communication strategies.
 Teaching Strategies to help a child
compensate for a disorder.
✗ Modification of the environment to aid the child. This can mean many
things and is usually combined with one of the other more direct strategies. These are
all the factors outside of the child, including communication partners. If changed in
some way, these may facilitate the child’s ability to communicate. For example, by
reducing background noise and visual distractions, such as by turning off the
television or music, a child with sensitivity to distraction might be better able to
concentrate on communication. Or a speech-language pathologist and occupational
therapist might work together to treat a child to deal with issues like sensory
integration or body stability issues. By changing position, support, seating, or room
lighting, for example, a child can become more comfortable and more able to take
turns with communicating.
 Teaching Strategies to help a child
compensate for a disorder.
✗ Reward the student, accept the child. Be a good listener. Be positive. Don’t
interrupt or finish the student’s sentence for him/her.
✗ Help students learn to monitor their own speech.
✗ Give student chances to model and practice appropriate speech. Talk with
the student privately about his/ her speech problems.
✗ Modify instruction materials
Highlight material to identify key syllables and words in a passage. Give
student practice listening so that they can learn to discriminate among
sounds, fluent speech patterns, and good vocal habits.
 Teaching Strategies to help a child
compensate for a disorder.
✗ Encourage parents to work with their children
✗ This program is a series of homework activities designed or build speech
skills.
✗ Encourage students’ Conversational skills through story telling
✗ Modify strategies to develop students’ learning tools
✗ Use storytelling and process writing
✗ Teach some prerequisite imitation skills
✗ Use music and play games to improve language
✗ Teach some students their own strategies
 Autism spectrum
4 disorder (ASD)
Definition
Autism is a complex neurobehavioral condition that is
general term for a group of complex disorders of brain
development. These disorders are characterized, in varying
degrees, by difficulties in social interaction, verbal and
nonverbal communication and repetitive behaviors.
 

 
 Characteristics
✗ Problems with social interaction with others. This may include
problems talking back and forth, working, or playing with others.
✗ -unusual interest in objects
✗ -need for sameness
✗ -great variation in abilities
✗ -under or over reaction to one or more of the five senses: sight,
touch, taste, smell, or hearing
✗ -repeated actions or body movements
✗ -unusual emotional reactions and expressions
 Causes And Prevention
There are no studies and researches that could provide
evidence-based causes of children having autism.
However, there are still on-going studies that could
support to the theories presented in some books.
 Assessment
✗ -impairments in body structure and function, including underlying strengths
and weaknesses related to ASD that affect communication performance;
✗ -co-morbid deficits or conditions, such as developmental disability, genetic
syndromes, or hearing loss;
✗ -limitations in activity and participation, including functional
communication in everyday communication contexts;
✗ -contextual (environmental and personal) factors that serve as barriers to or
facilitators of successful communication and life participation; and
✗ the impact of communication impairments on the individual's quality of life.
 Early Intervention
✗ Early interventions occur at or before preschool age, as early as 2 or 3 years
of age. In this period, a young child's brain is still forming, meaning it is
more "plastic" or changeable than at older ages. Because of this plasticity,
treatments have a better chance of being effective in the longer term. Early
interventions not only give children the best start possible, but also the best
chance of developing to their full potential. The sooner a child gets help, the
greater the chance for learning and progress. In fact, recent guidelines
suggest starting an integrated developmental and behavioral intervention as
soon as ASD is diagnosed or seriously suspected.
 Early Intervention
✗ With early intervention, some children with autism make so much
progress that they are no longer on the autism spectrum when they
are older. Many of the children who later go off the spectrum have
some things in common:

✗ -Diagnosis and treatment at younger ages

✗ -A higher intelligence quotient (IQ, a measure of thinking ability)
than the average child with autism
✗ -Better language and motor skills
 Teaching Strategies
✗ Daily Outlines
Difficulties with transitions between tasks and activities is common
through the full range of the autism spectrum. A detailed daily schedule will
greatly assist with the transitions related to moving between the classroom,
lunchroom, schoolyard and other destinations throughout the day.
✗ Alternate Media
Kids on the autism spectrum often have difficulties with visual or
auditory learning styles. Teachers should provide multiple media options to
suit each child’s specific learning style. For visual learners, a combination of
literature, videos, pictures and charts relays the lesson information best.
Auditory learners, on the other hand, often require an audio tape or
recording of the written information for the lesson.
 Teaching Strategies
✗ Sensory Tools
Sensory tools, or fidgets, can help relieve the resulting stress and
improve focus for autistic children as they attempt to learn in a busy
classroom environment. The fidgets allow these kids to self-regulate their
emotions and keep themselves on task when distractions compete for their
attention.
✗ Quiet Corner
To prevent sensory overload, teachers can provide their students with a
place to escape the constant barrage of noise and visual stimulus by creating
a quiet corner in a low traffic area of the classroom. The corner should have
somewhere for the students to comfortably rest and allow their sensory
system to calm down.
 EMOTIONAL AND
5 BEHAVIORAL DISORDER
(EBD)
Definition
Behavioral Disorder
Also known as disruptive behavioral disorder, are the
most common reasons that parents are told to take their kids
for mental health assessments and treatments. If left untreated
in childhood, these disorder negatively affect a person’s
ability to hold a job and maintain relationships.

 
 EMOTIONAL AND
5 BEHAVIORAL DISORDER
(EBD)
Definition
Serious Emotional Disturbances
The Individuals with Disabilities Act defines a person
with emotional disturbance as a person exhibiting one or
more of the following characteristics over a long period of
time and to a degree that adversely affects the person's
performance.

 
 Characteristics -
EMOTIONAL
✗DISTURBANCES
Hyperactivity (short attention span, impulsiveness).
✗ Aggression or self-injurious behaviour (acting out, fighting).
✗ Withdrawal (not interacting socially with others, excessive fear or
anxiety).
✗ Immaturity (inappropriate crying, temper tantrums, poor coping
skills).
✗ Learning difficulties (academically performing below grade
level).
 PREVALENCE
✗ -According to National Institute emotional disorder affect 10-15% of
children globally.
 Causes And Prevention
✗ Intense self-consciousness, strong feeling of inferiority, unhappy,
and relation with parents, disgust or fear of first sex emotion.
✗ Change of the roles of the home, school, society, from dependence
to independence life with great responsibility leads to emotional
disturbance.
✗ Attitude of parents (still leading them as children high expectations
of parents, community and society).
✗ Difficulty to adjust with members of opposite sex.
 Assessment
✗ -IDEA requires that special education and related services be made
available free of charge to every eligible child with a disability,
including preschoolers (ages 3-21). -These services are specially
designed to address the child’s individual needs associated with the
disability—in this case, emotional disturbance, as defined by IDEA
(and further specified by states). In the 2013-2014 school year, more
than 354,000 children and youth with emotional disturbance
received these services to address their individual needs related to
emotional disturbance.
 Early Intervention
✗ Behavior and emotional problems are common in U.S. children, but
are not always identified or treated properly. Currently, 11 percent to
20 percent of children suffer from a diagnosed mental or behavioral
disorder, yet it is estimated that only 1 in 8 children receive
treatment. In a new American Academy of Pediatrics (AAP) clinical
report, “Promoting Optimal Development: Screening for Behavioral
and Emotional Problems,” in the February 2015 Pediatrics
(published online Jan. 26), the AAP provides tools for pediatricians
to serve as a blueprint to help carry out behavioral and mental health
screenings.
 Early Intervention
✗ With planning and preparation, pediatricians should prepare their offices to
screen children, and collaborate with community mental health providers
when a child or parent has a positive screening result. Pediatricians can also
establish office routines for screening, including beginning screening in the
first year of life and at regular intervals throughout childhood and
adolescence. Children with significant risk factors such as substance abuse
issues or family psychosocial problems should be screened and monitored
more frequently. Study authors conclude that because pediatricians are in a
unique position to intervene before problems become more serious,
screening regularly in pediatric settings will promote earlier identification
and treatment of these mental and behavioral problems.
Teaching Strategies
✗ -Present materials at independent level, not frustration level
✗ -Repeat directions frequently.
✗ -Be willing to modify classroom expectations and homework
problems
✗ -Provide mini breaks between
✗ -Allow for peer tutoring
✗ -Provide positive reinforcement
✗ -Individualize works assignments
✗ -Structure classroom environment
✗ -Provide short, manageable task
Output/Activity for lesson 6
Instruction: Narrate your personal experiences through the
help of these guide questions.
✗ Can you recall one or two of your classmates in the
elementary or high school who had learning difficulties?
✗ What were their learning and behavior characteristics?
✗ How did the teacher react to the students’ poor
performance in class?
✗ Were they given special instruction, reinforced or
punished?