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Module 6 - Learners With Disabilities

Module 6 focuses on learners with exceptionalities, differentiating between disability and handicap, and categorizing exceptional learners. It emphasizes the importance of using 'people first' language to promote respect and understanding. The document outlines various categories of exceptionalities, including cognitive difficulties, emotional and behavioral issues, physical disabilities, and giftedness.

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Rhymor Rosqueta
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24 views4 pages

Module 6 - Learners With Disabilities

Module 6 focuses on learners with exceptionalities, differentiating between disability and handicap, and categorizing exceptional learners. It emphasizes the importance of using 'people first' language to promote respect and understanding. The document outlines various categories of exceptionalities, including cognitive difficulties, emotional and behavioral issues, physical disabilities, and giftedness.

Uploaded by

Rhymor Rosqueta
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 6 – LEARNERS WITH EXCEPTIONALITIES

I. LEARNING OUTCOMES:
1. Differentiate disability from handicap
2. Describe the basic categories of exceptional learners
3. Advocate the use of “people first” language when referring to exceptional
learners
II. CONCEPTS: SUMMARY

A. Learners with exceptionalities are persons who are different in some


way from the normal or average. Exceptional learners includes those
with special needs related to cognitive abilities, behavior, social
functioning, physical and sensory impairments, emotional disturbances,
and giftedness.

B. DISABILITY VS HANDICAP

1. Disability – is a measurable impairment or limitation that interferes with a


person’s ability like to walk, lift, hear or learn. It maybe physical, sensory or
mental condition.
2. Handicap – is a disadvantage that occurs as a result of a disability or
impairment. The degree of disadvantage is often dependent on the
adjustment made by both the person and his environment.

Example: Two persons may have the same disability but not the same degree
of being handicapped; like one knows sign language and can read lips while
the other cannot.

C. CATEGORIES OF EXCEPTIONALITIES

1. SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES

1.1. Learning disabilities – involve difficulties in specific cognitive processes


like perception, language, memory or metacognition that are not due
to other disabilities like mental retardation, emotional or behavioral dis
orders, or sensory impairments. Examples: dyslexia (reading),
dyscalculia (number operations) and dysgraphia (writing)
1.1.1. Attention-Deficit Hyperactivity Disorder (ADHD) – is
manifested in either or both of these: a.) difficulty in
focusing and maintaining attention b.) recurrent
hyperactive and impulsive behavior
1.1.2. Speech and communication disorder – there is difficulty in
spoken language including voice disorders, inability to
produce the sounds correctly, stuttering, difficulty in
spoken language comprehension that significantly hamper
classroom performance.
1.2. SOCIAL/EMOTIONAL AND BEHAVIORAL DIFFICULTIES

1.2.1. Autism – is a condition manifested by different levels of


impaired social interaction and communication, repetitive
behaviors and limited interests. Usually have an intense
need for routine and a predictable environment.

1.2.2. Mental retardation – refers to significant sub-average


intelligence and deficits in adaptive behavior. There is
difficulty in managing activities of daily living and in
conducting themselves appropriately in social situations.

1.2.3. Emotional/conduct disorders – involves the presence of


emotional states like depression and aggression over a
considerable amount of time that they notably disturb
learning and performance in school.

2. PHYSICAL DISABILITIES AND HEALTH IMPAIRMENTS:

2.1. Physical and health impairments - involves physical or medical


conditions (usually long term) including one or more of the following:
2.1.1. Limited energy and strength
2.1.2. Reduced mental alertness
2.1.3. Little muscle control

2.2. Severe and multiple disabilities – refers to the presence of two or


more different types of disability, at times at a profound level. The
combination of disabilities makes it necessary to make specific
adaptations and have more specialized educational programs.

2.3. Sensory impairments:


2.3.1. Visual impairments – conditions when there is malfunction
of the eyes or optic nerves that prevent normal vision even
with corrective lenses.
2.3.2. Hearing impairments – these involve malfunction of the
ear or auditory nerves that hinders perception of sounds
within the frequency range of normal speech.

2.4. Giftedness – involves a significantly high level of cognitive


development. There is unusually high ability or aptitude in one or more
of these aspects: intellectual ability, aptitude in academic subjects,
creativity, visual or performing arts or leadership.
D. PEOPLE–FIRST LANGUAGE

 This language trend involves putting the person first, not the
disability, thus it tells us what conditions people have, not
what they are.

1. SUGGESTIONS:
1.1. Avoiding generic labels – people with mental retardation is preferable
than using the term the mentally retarded
1.2. Emphasizing abilities, not limitations – uses a wheelchair is preferable
than confined to a wheelchair
1.3. Avoiding euphemisms – like physically-challenged, which is regarded
as condescending and avoid the real issues that result from a disability
1.4. Avoiding implying illness or suffering – had polio is preferable than a
polio victim, has multiple sclerosis is preferable than suffers from
multiple sclerosis.

 Using people-first language and applying the guidelines above


will remind us to have a more respectful and accepting attitude
toward learners with exceptionalities.

III. REFERENCE:


Lucas, Maria Rita D. and Corpus, Brenda B.; Facilitating Learner-Centered Teaching;
Lorimar Publishing In.; c. 2020

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