LESSON VI: OTHER

DISABILITIES
Presented by: Jessabel Delos Santos
 TOPICS
1. Autism
2. Emotional Disturbance
3. Intellectual Disabilities
4. Multiple Disabilities
5. Speech/Language Impairment
 LEARNING OUTCOMES
1. Discuss the symptoms and characteristics of Autism,
Emotional Disturbance, Intellectual Disability,
Multiple Disabilities and Speech and Language
Disorder.
2. Identify teaching practices appropriate for these
categories of special and inclusive learners.
 AUTISM
Autism is a lifelong developmental disability which
affects how people communicate and interact with the
world.
 COMMON CHALLENGES OF
AUTISM
 Trouble with social skills
The hallmark of autism. Many people have trouble recognizing
and responding to other people’s feelings.
 Language and communication challenges
Trouble with language development is a first sign of autism.
Many struggle to express themselves and participate in
conversation .
 Sensory processing
It’s common for people with autism to have trouble taking in and
responding to sensory information.
 Executive functioning
This set of mental skills helps us plan, set goals, and get things
done. It’s a frequent trouble spot with autism.
 Motor planning problems
Some people with autism struggle with motor skills. So they may
seem clumsy and uncoordinated.
 COMMON BEHAVIORS OR
TRAITS OF AUTISM
 Passionate, narrow interests
This “special interest” is usually around a certain topic or object.
 Repetitive behaviors and movements
Physical behaviors like arm flapping or rocking (sometimes called
swimming) are common.
 A need for routine and consistency
Predictable routines and structure help people feel safe and
comfortable.
 EMOTIONAL DISTURBANCE
In the special education realm, conditions which generate
behavioral issues fall under the category emotional
disturbance. Several disorders receive this classification,
as the Individuals with Disabilities Education Act’s
(IDEA) definition suggests.
A condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects a child’s educational
performance:
a. An inability to learn that cannot be explained by intellectual, sensory, or health
factors.
b. An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers.
c. Inappropriate types of behavior or feelings under normal circumstances.
d. A general pervasive mood of unhappiness or depression.
e. A tendency to develop physical symptoms or fears associated with personal or
school problems.
 What emotional disturbance looks like
Some emotional problems you can see-others you cannot. Student may have
internalized or externalized emotional problems.
INTERNALIZED EMOTIONAL PROBLEMS EXTERNALIZED EMOTIONAL PROBLEMS
• Appears isolated from peers. • Becomes a chronic discipline problem.
• Seems overly dependent on others. • Exhibits a lack of empathy or compassion.
• Is moody. • Has temper tantrums.
• Exhibits feelings of helplessness. • Is truant often.
• Shows an interest in cults. • Experiences poor academic performance.
• Has an inordinate attraction to fantasy. • Has conflicts with authority figures.
• Is apathetic. • Bullies others.
• Is a bully victim. • Damages the property of others.
• Is frequently absent because of illness. • Becomes noncompliant.
• Cries inappropriately and too often. • Becomes impulsive.
• Abuses himself. • Becomes aggressive.
 5 TIPS FOR HANDLING EBD KIDS
(EMOTIONAL BEHAVIOR DISORDER) IN
AN INCLUSIVE CLASSROOM

1. Keep class rules/activities simple and clear.

2. Reward positive behaviors.
3. Allow for mini-breaks.
4. Fair treatment for all.
5. Use motivational strategies.
 INTELLECTUAL DISABILITY
• It is refers to a group of conditions caused by various genetic
disorders and infections.
• It is usually identified during childhood, and has an ongoing
impact on an individual’s development.
• It is also defined as a significantly reduced ability to
understand new or complex information, learn new skills and
to cope independently including social functioning.
 IMPACT OF INTELLECTUAL
DISABILITY
• Difficulty understanding new information
• Difficulties with communication and social skills
• Slow cognitive processing time
• Difficulty in the sequential processing of information
• Difficulties comprehending abstract concepts
 TEACHING STRATEGIES
• Provide an outline of what will be taught – highlight key concepts and provide
opportunities to practice new skills and concepts.
• Provide reading lists well before the start of a course so that reading can begin early.
• Consider tailoring reading lists and provide guidance to key texts.
• Whenever you are introducing procedures or process or giving directions ensure that
stages or sequence are made clear and are explained in verbal as well as written form.
• Students may benefit from using assistive technology.
• Use as many verbal descriptions as possible to supplement material presented on
blackboard or overhead .
• Use clear, succinct, straightforward language.
• Reinforce learning by using real-life examples and environments.
• Present information in a range of formats – handouts, worksheets, overheads, videos- to meet
a diversity of learning styles.
• Use a variety of teaching methods so that students are not constrained by needing to acquire
information by reading only. Where possible, present material diagrammatically – in lists,
flow charts, concept maps etc.
• Keep diagrams uncluttered and use color wherever appropriate to distinguish and highlight.
• Ensure that lists of technical/professional jargon which students will need to learn are
available early in the course.
• Recording lectures will assist those students who have handwriting or coordination problems
and those who write slowly as well as those who have a tendency to mishear or misquote.
• Students will be more likely to follow correctly the sequence of material
in a lecture if they are able to listen to the material more than once.
• Wherever possible, ensure that key statements and instructions are
repeated or highlighted in some way.
• One-to-one tutoring in subjects may be important; this can include peer
tutoring.
• Students may benefit from having oral rather than written feedback on
their written assignments.
• It may be helpful for students with intellectual disability to have an
individual orientation to laboratory equipment or computers to minimize
anxiety.
 ASSESSMENT STRATEGIES
• Allow extensions to assignment deadlines.
• Use technology to record students work, e.g. Digital photography, tape,
and video.
• Students may take longer to organize thoughts and sequence material.
• Encourage the students to submit an early draft of assignments to allow
the opportunity for feedback to the student as a formative process.
• Students with an intellectual disability will need extra time in an
examination for reading and analyzing questions and for planning their
answers.
• Keep short your written examination instructions and sentences within
examination questions.
• Because students with intellectual disability find it difficult to red multiple
choice questions in a way that allows them to appreciate subtle changes in the
arrangement of words, short answer questions will be a better test of their
knowledge.
• Students may benefit form an exam timetable that features a number of days
between exams to assist in exam preparation.
• Many students with intellectual disability are chronic misspellers and use
dictionaries only with great difficulty.
THANK YOU FOR LISTENING.