Module 2

The Essential Concepts

of Special Education
CATEGORIES
OF CHILDREN LESSON 5
WITH SPECIAL
NEEDS
OBJECTIVES At the end of the lesson, students will be able to:

1. Distinguish the following basic terms in special education

from each other: developmental disability, impairment or
disability, handicap and at risk
2. Define, compare and contrast the nine categories of CSN
from each other; and
3. Develop positive attitudes towards exceptional children and
youth
4. Define disability
5. Identify some reasons for disabilities
6. Enumerate the characteristics of children with disabilities
 INTRODUCTION
Children and youth who have one or more of the conditions
mentioned among others are called exceptional children. The term
exceptional children and youth covers those with mental retardation,
giftedness and talent, learning disabilities, emotional and behavioral
disorders, communication disorders, deafness, blindness and low vision, CATEGORIES
physical disabilities, health impairments, and severe disabilities. These OF CHILDREN
are children and youth who experience difficulties in learning the basic WITH SPECIAL
education curriculum and need a modified or functional curriculum, as NEEDS
well as those whose performance is so superior that they need a
differentiated special education curriculum to help them attain their full
potential.
 INTRODUCTORY ACTIVITY:
ONE TWO THREE

Who are the What are the

What is a characteristics of
people with
disability? students with
disabilities?
disabilities?
 THE BASICS: DEFINITION
According to Magna Carta for Persons with Disabilities or Republic Act 7277 of
1992:
 Disability is a “physical or mental impairment that substantially limits one
or more psychological, physiological or anatomical function of an individual
or activities of such individual; a record of such an impairment or being
regarded as having such an impairment”.
 PWD is a “person suffering from restriction or different abilities, as a result
of a mental, physical or sensory impairment to perform an activity in a
manner or within the range considered normal human being.”

The 2006 United Nations Convention on the Rights of Persons with Disabilities
considers disability as an “evolving concepts.”
 DISABILITY PERSPECTIVE
1. Deficit Perspective on Disabilities - reflects the idea that behavior
and characteristics people share are distributed along a continuum,
with most people falling in the middle of the distribution.
2. Cultural Perspective on Disabilities - the people who might be
affected does not use a quantitative approach; rather, it reveals a
cultural perspective that reflects the diversity of our nation
3. Sociological Perspective on Disabilities - views differences across
people’s skills and traits as socially constructed (Longmore, 2003;
Riddell, 2007).
4. People with Disabilities as Members of a Minority Group - The
ways in which people are treated by society and by other individuals
erect real barriers that influence their outcome .
 CATEGORIES OF DISABILITY
CALABARZON (Region IV-A), METRO MANILA, CENTRAL LUZON- the
biggest tally of PWDs
Cordillera Administrative Region (CAR)- the smallest
commission on elections (COMELEC) issued Resolution 9220
 FIVE TYPES OF DISABILITIES
 Physical  Visual
 Hearing  Nonmanifest (autism and attention deficit
 Speech hyperactivity disorder

National Council On Disability Affairs (NCDA)

Formulates policies and coordinates activities concerning disability,
announced in 2014 it was drafting DOH guidelines for classifying disabilities
as a basis for issuing PWD ID’s
 IDEA Disability Categories
Learning Disability- related to processing information that leads to difficulties in reading,
writing, and computing
Speech or Language Impairment- related to accurately producing the sounds of language or
meaningfully using language to communicate
Mental Retardation- significant limitations in intellectual ability and adaptive behavior
Emotional Disturbance- significant problems in the social-emotional area to a degree that
learning is negatively affected
Autism- characterized by extraordinary difficulty in social responsiveness
Hearing Impairment- partial or complete loss of hearing
Visual Impairment- partial or complete loss of vision
 IDEA Disability Categories
Deaf-Blindness- simultaneous significant hearing and significant vision loss
Orthopedic Impairment- physical limitation that impairs the ability to move or complete motor
activities
Traumatic Brain Injury- medical medication denoting a serious brain injury that occurs as a result
of an accident or injury; potentially affecting learning, behavior, social skills, and language
Other Health Impairment- disease or health disorders to significant that it negatively affects
learning
Multiple Disabilities- simultaneous presence of two or more disabilities such that no one can be
identified as primary; intellectual and physical disabilities
Developmental Delay- nonspecific disability category that states may choose to use as an
alternative to specific disability labels for students up to age 9
 WHAT ARE SOME REASONS FOR DISABILITIES?
One way to organize the causes of disabilities is to divide them into three(3) groups
 Prenatal or congenital- causes occur before birth and are often genetic or inherited.
 Perinatal- causes occur during the birthing process.
 Postnatal- causes occur after birth, and here the environment is a major factor.

Another way to consider why disabilities and special needs arise is to classify the reasons in
terms of;
 Biological Causes of Disability - Heredity is a biological cause of disabilities, as are diseases
and health conditions.
 Environment Causes of Disability - Some of these are environmentally based. Many are
preventable, but many others cannot be avoided.
A CROSS-CATEGORICAL APPROACH TO SPECIAL EDUCATION
Federal and state education agencies and local school districts use the categories of disability
described for counting the number of students receiving special education services and allocating
money to educate them. Students generally are discussed in terms of the following two groups:

1. High-incidence disabilities are those that are most common, including learning
disabilities, speech or language impairments, and intellectual disabilities, and
emotional disturbance.

2. Low-incidence disabilities are those that are less common and include all the other
categories: moderate to severe intellectual disabilities, multiple disabilities hearing
impairments, orthopedic impairments, other health impairments, visual impairments,
deaf-blindness, autism, traumatic brain injury and developmental delays.
 ATTENTION HEARING AND
DEFICIT AUTISM VISUAL
DISORDER IMPAIRMENTS

WHAT ARE THE CHARACTERISTICS OF CHILDREN

WITH DISABILITIES?

EMOTIONAL INTELLECTUA MULTIPLE

DISABILITIES L DISABILITIES
DISABILITY
 SPECIFIC SPEECH OR TRAUMATIC
LEARNING LANGUAGE BRAIN
DISABILITY IMPAIRMENT INJURY

WHAT ARE THE CHARACTERISTICS OF CHILDREN

WITH DISABILITIES?

OTHER MEDICALLY
ORTHOPEDIC
HEALTH FRAGILE
IMPAIRMENT
IMPAIRMENTS CHILDREN
 Other Students With Special Needs

Not all students who have special learning and

behavior needs are addressed in special education
laws.

 Students who are gifted or talented

 Students at risk
THE PRESENTERS

BESAS, JUSTIN MILES CATAHUMBER, JAZZMIN MAGTIBAY, LOYD KENNETH MOISES, IZELLE JARDINE
S. D.
L. R.

PAJARES, JANA CRIS P. VILLAGANAS, ANGELICA

OMANITO, ARA A. LOPEZ
 THANK YOU
FOR LISTENING!
 What is a disability?

 Disability – the functional consequence of an

impairment (e.g. an intellectual disability due to
brain impairment; low vision; deafness)
 Who are people with disabilities?

People with disabilities include those who have long-term

physical, mental, intellectual, or sensory
impairments which, in interaction with various barriers,
may hinder their full and effective participation in society
on an equal basis with others.
 What are the characteristics of students with disabilities?

 Inability to stay on task.

 Easily distracted.
 Poor time management skills.
 Difficulty in preparing class assignments, keeping
appointments, and attending class on time.
 Reading comprehension difficulties.
 Difficulty with math problems requiring changes in
action, operation and order.
 ADHD

ATTENTION DEFICIT
HYPERACTIVITY

-An attention deficit disorder where the

children may find it difficult to focus,
organize, as well as prioritize.
 AUTISM

A disorder that may affect verbal and non-

verbal communication, social interactions, and
behavior that can affect his/her educational
performance.
 HEARING AND VISUAL IMPAIRMENTS

Deafness: A hearing impairment that limits a child's ability to process linguistic

information through hearing, with or without amplification.

Hearing Impairment: A hearing loss, in one or both ears, that may be

permanent or fluctuating.

Deaf-blindness: A combination of vision and hearing loss.

Visual impairment: Impairment in vision severe enough to adversely affect

educational performance.
 EMOTIONAL DISABILITIES

A disability that affects a children's

ability to recognize, interpret, control,
and express basic emotions.
 INTELLECTUAL DISABILITY

A disability that affects a children's

ability to recognize, interpret, control,
and express basic emotions.
 MULTIPLE DISABILITIES

A child that exhibits two or

more impairments
simultaneously.
 SPECIFIC LEARNING
DISABILITY
• A disorder in one or basic psychological processes in
understanding or in using language.

• Learning disability may manifest as an imperfect ability to

such skills (thinking reading, writing...)

Includes:
o Perceptual disabilities
o Brain injury
o Minimal brain dysfunctions
o Dyslexia
o Developmental aphasia
 SPEECH OR LANGUAGE IMPAIRMENT

Communication disorder (stuttering, impaired

articulation, language & voice impairment) that
affects child's academic performance.
 TRAUMATIC BRAIN INJURY

• Acquired injury to the brain caused by an external physical

force results in total or partial function disability

• Traumatic brain injury applies to an open & close head

injuries that affects our mental function that includes:

o Cognition o Reasoning
o Language/speech o Abstract thinking
o Memory o Physical functions
o Attention o Etc.
 OTHER HEALTH IMPAIRMENTS

A limited strength, vitality, or alertness includes a

heightened sensitivity to environmental stimuli that
result in limited alertness with respect to the
educational environment due to acute health problems
like heart conditions, leukemia, hyperactivity
disorders, lead poisoning…
 ORTHOPEDIC IMPAIRMENT

• Severe orthopedic Impairment that affects the

child’s academic performance.

• Impairments are caused by congenital anomalies,

impairments caused by disease, and other causes.
 MEDICALLY FRAGILE
CHILDREN
One whose health problems are potentially life-
threatening or dependent on medical supplies.

CONDITIONS MAY BE
ENCOUNTERED:
• Respiratory difficulties
• Tracheostomy
• Gastronomy
• Colostomy
• Nasogastric
• Urostomy
 STUDENTS WHO ARE
GIFTED OR
TALENTED
They are students who demonstrate
ability far above in one or several areas
including:

• intellectual ability
• leadership
• specific academic subjects
• creativity
• athletic
• visual or performing arts
 STUDENTS AT RISK
They are students whose characteristics,
environment, or experiences make them more likely
than others to fail in school (and they also may have
disabilities)
These may include:
• Slow learners
Other students at risk includes:
• homeless
• those who live in poverty or move frequently
• those who are born to mothers who abuse drugs or alcohol
• those who are drug or alcohol abusers
• victim of physical or psychological abuse