MODULE IN FSIE (Part I)

Edfel V. Cabag PhD

Instructor
 Content Outline:

 Definition of Exceptionality
 Categories of Exceptionality
 The 13 Legal Categories of Exceptionalities

What is Exceptionality?
An individual or a child who has an exceptionality has some area of functioning in which he
or she is significantly different form an established norm. This definition includes both students with
disabilities and those with special gifts or talents

- Learning Disabilities
- Developmental delays
- Emotional and behavioural disorders
- Communication disorders
- Hearing disabilities
- Visual disabilities
- Physical disabilities

13 Legal Categories of Exceptionalities

1. Autism
2. Deaf-blindness
3. Deafness
4. Emotional disturbance
5. Intellectual disability
6. Hearing impairment
7. Multiple disabilities
8. Orthopaedic impairment
9. Other health impairment
10. Specific learning disabilities
11. Speech or language impairment
12. Traumatic brain injury
13. Visual impairment

1. AUTISM

Always Unique Totally Interesting Sometimes Mysterious

 A development disability significantly affecting verbal and non-verbal

communication and social interaction.

3 Primary Features:

a. Restricted range of social interaction

b. Impaired communication skills
 c. Persistent pattern of stereotypical behaviors, interests and activities
2. DEAF-BLINDNESS

 A hearing and visual impairment

3. DEAFNESS

 A hearing impairment that is so severe that the child is impaired inn processing
linguistic information through hearing, with or without amplification that adversely
affects a child’s educational performance

4. EMOTIONAL DISTURBANCE

 A condition exhibiting one or more of the following characteristics over a long

period of time and to mark the degree that adversely affects a child’s educational
performance

- inability to learn that cannot be explained

- inability to build or maintain satisfactory interpersonal relationships with peers
- inappropriate types of behaviour
- a general pervasive mood of unhappiness
- a tendency to develop physical symptoms or fears with personal or school
problems (schizophrenia)

5. HEARING IMPAIRMENT

 An impairment in hearing, whether permanent or fluctuating, that adversely affects

a child’s educational performance but that is not included under the definition of
deafness

6. INTELLECTUAL DISABILITY

 A significantly sub-average general intellectual functioning, existing concurrently

with deficits in adaptive behaviour and manifested during the developmental period
that adversely affects a child’s educational performance

7. MULTIPLE DISABILITIES

 A concomitant impairment (such as mental retardation-blindness, mental

retardation-orthopedic impairment) the combination of which causes such
educational needs that they cannot be accommodated in special education solely
for one of the impairments

8. ORTHOPEDIC IMPAIRMENT

 Defined as a bone-, joint- or muscle-related disability that is so severe that

negatively affects a child’s educational performance
Example:
- congenital anomalies (clubbed foot)
- Poliomyelitis
- cerebral palsy – caused by brain damage
9. OTHER HEALTH IMPAIRMENTS

 Having limited strength, vitality or alertness, including a heightened alertness to

environmental stimuli that results in limited alertness with respect to the
educational environment that –
a. Is due to chronic or acute health problems such as asthma, ADD (Attention
Deficit Disorder), ADHD (Attention Deficit Hyperactivity Disorder), diabetes,
epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis,
rheumatic fever, sickle-cell anemia
b. Adverse effects on child’s educational performance

10. SPECIFIC LEARNING DISABILITY

 A disorder in or more of the basic psychological processes involved in understanding

or in using language – spoken or written, that may manifest itself in an imperfect
ability to listen, think, speak, write, spell, or to do mathematical calculations
 Includes conditions such as:
- perceptual disabilities
- brain injury
- minimal brain dysfunction
- dyslexia
- developmental aphasia
- disorders not included: the learning problems that are primarily the result of visual,
hearing or motor disabilities, or mental retardation, or of emotional
disturbance, or of environmental, cultural or economic disadvantage

11. SPEECH or LANGUAGE IMPAIRMENT

 A communication disorder such as stuttering, impaired articulation, language

impairment, or a voice impairment that adversely affects a child’s educational
performance

12. TRAUMATIC BRAIN INJURY

 An acquired injury to the brain that is caused by an external force, resulting in total
or partial functional disability, or psychosocial impairment or both adversely affects
a child’s educational performance
 Applies to open or closed head injuries resulting in impairments in one or more
areas such as cognition, language, memory, attention, reasoning, abstract thinking,
judgment, problem-solving, sensory, perceptual, and motor abilities, psychosocial
behaviour, physical functions, information processing, and speech

13. VISUAL IMPAIRMENT

 An impairment in vision that even with correction adversely affects a child’s

educational performance
 Includes both partial sight and blindness
ACTIVITY (by three(3)

Answer the following questions:

1. Should society be more concerned on the cost of helping these children or value humanity
and disregard the expenses?

2. Should children be treated differently?

Write your answers here:

 Content Outline:

 Difference between special education and regular

education

Special Education vs. Regular Education

1. Admission
 Regular: Entrance Examination (Pre-Assessment)
 SPED: Identification and Assessment

2. Curriculum (Mandated by DepEd)

 Regular: The curriculum prescribed for regular children (K to 12 Curriculum)
 SPED: the curriculum for children with special needs

3. Instructional materials, methods and strategies

 Regular: dimensional following the curriculum, set of objectives for learning
 SPED: constructivism (learning by experience)
 Applies to both: use of materials that are low cost and indigenous material shall
develop for the use of children. Teaching strategies shall be creative and multi-
dimensional. They shall make maximum use of all remaining sense modalities and
provide for active participation in the learning process

4. Teachers
 Regular: Bachelor’s degree holder in Education
 SPED: Article VIII Section 2- for the effective implementation of the special
education program, the education welfare and training of personnel shall be given
high priority. All personnel involved in the education of children with special needs
shall have adequate and appropriate educational backgrounds and personnel
qualities

ACTIVITY 1 (by four (4)

1. Do you think it may be necessary for children with special needs to have their own learning
facilities, separate from a public school setting?

2. In your own opinion, do you think teachers can be trusted with these children or does there
need to be more supervision in order for proper care of these children?
ACTIVITY 2 (by four (4)

Observe and analyse the picture below then answer the questions.

1. What’s going on in the picture?

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2. What might their facial expressions/hand gestures imply?

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3. What might the objects in the background imply?

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