Introduction to Exceptional Learners Sensory and physical problems Learning difficulties

1. Introduction to Exceptional Learners • Sensory and physical problems • Learning difficulties • Emotional and behavioural problems • Mental retardation • Giftedness • Inclusion

2. Exceptional learners are those who require special education if they are to reach their full human potential. • Diversity of characteristics. • Need for special education. • Assessment must show that learner is unable to make satisfactory progress without special education.

3. Definition of Special Education • Special Education means specially designed instruction that meets the unusual needs of an exceptional student. • Possible forms of Special Education: • Special materials • Specialized teaching techniques • Specialized equipment • Related services

4. Sensory and physical problems • Students have widely varying levels of physical co-ordination and abilities. • E.g. Some students arrive at school unable to do up shoelaces or buttons. They may not have the dexterity to unwrap biscuit carefully wrapped in plastic wrap by their mother, open their drink bottle or even a lunch box.

5. Sensory and physical problems • A child with physical and sensory problem withdraws socially. This affects his/her cognitive and linguistic development and play pattern. • positive acceptance of the child by the parents and teachers is a basic condition for healthy growth and adjustment as well as for the development of self-esteem. • Sometimes a child with physical and sensory impairment may exhibit aggressive behaviour and tend to be disruptive in class due to frustration resulting from emotional problems.

6. Strategies to reduce aggressive behaviour: • Accept, encourage and treat the child normally. • Avoid too much unstructured time or too much unsupervised movement. • Establish routines and rules. • Teach the child to express her anger verbally, specially if she has speech and language difficulties. • Create opportunities for integration.

7. Help in developing self esteem in the child. • Influencing the attitudes of non handicapped children towards those who are physically and sensorially challenged: Awareness programmes on 'How we could help someone like that in our class' can help improve attitude of normal children towards handicapped children. • Integrate the child in a normal school as far as possible. • Use group work and cooperative learning situations frequently.

8. What are Learning Disabilities? Learning disabilities are disorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, the disorders are usually not recognised until the child reaches school age.

9. Learning difficulties • The umbrella term specific learning difficulties (SpLD) is used to cover a wide variety of difficulties. Many people use it synonymously with dyslexia (a difficulty with words), but it is now generally accepted that dyslexia is only one of a group of difficulties that may include

10. Dysgrahpia: writing difficulty • Dyspraxia: motor difficulties • Dyscalculia: a difficulty performing mathematical • calculations • Attention Deficit Disorder, or attention deficit • hyperactive disorder (ADD or ADHD): • concentration difficulties with heightened • activity levels and impulsiveness • Asperger’s syndrome and autism: emotional • behaviour or even social communication • difficulties.

11. These learning difficulties typically affect a student's motor skills, information processing and memory. However, note that no two individuals have the same combination of SpLD and it is impossible to extrapolate a description from one person to another. Dyslexia Students who have dyslexia may have a difficulty with the use of both written and oral language. This is due in part to processing difficulties, including visual and auditory perceptual skills, and is not necessarily related to prior education.

12. They may also find some learning tasks cause concern due to difficulties with short-term memory, concentration and organisation. Dyslexia varies between individuals, and can occur in people of all abilities. Its effects on study can be mitigated by the use of a variety of approaches and strategies. Dyslexic people often have distinctive talents as well as typical clusters of difficulties.

13. Dysgrahpia: writing difficult • Dysgraphia is a difficulty in writing, resulting in written work which may be illegible and inaccurately spelled. This difficulty may exist in varying degrees and does not match with either the person’s intelligence, which may be above average, or their ability to read. There is often a lack of coordination and fine motor skills.

14. Characteristics • Causes writing fatigue • Interferes with communication of ideas in • writing • Results in unfinished letters and letter • inconsistencies • Contributes to difficulties in using writing as a • communication tool • Results in irregular letter sizes and shapes, a • mixture of upper and lower case letters, or print • and cursive letters

15. Dyspraxia Dyspraxia is a developmental disorder that affects coordination. This can impact on movement, perception and thought, so may affect speech, fine motor movement, whole body movement and hand-eye coordination, sequencing and organisation. Dyspraxia can overlap with dyslexia, Asperger’s Syndrome and ADHD.

16. Characteristics • Gross motor co-ordination skills – poor balance, • posture, hand-eye co-ordination and clumsiness • Fine motor co-ordination skills – lack of manual • dexterity, poor manipulative skills, difficulty with • dressing • Speech and Language – talk continuously; repeat • themselves, unclear speech, uncontrolled pitch, • volume and rate • Eye movements – poor tracking movements, poor • relocating

17. Perception – poor visual perception, over sensitive • to noise, lack awareness of spatial relationships, • poor sense of time, speed, distance and direction • Learning, thought and memory – poor memory, • organization skills, accuracy problems, difficulties • following instructions, concentration, slow to • finish a task • Emotion and behaviour – difficulty with non • verbal cues, tendency to take things literally, • impulsive

18. Dyscalculia • People with dyscalculia have a normal language ability for the printed word, but have difficulties with mathematical skills such as addition, subtraction, multiplication, division and mental arithmatic. • They do not notice their common mistakes such as transposing, omitting and reversing numbers. • They also have difficulty with abstract concepts of time and direction, sequences of events and memory for names. They lack 'big picture' thinking, are confused by timetables and may often be late. They may have a poor sense of direction and can get lost.

19. Characteristics • Following sequential directions • Learning musical concepts • Easily disoriented including left and right • Learning abstract concepts of time and direction • Dealing with the exchange of money (e..g. handling • a bank account, dealing with change) • Acquiring spatial orientation • Telling and keeping track of time, and the sequence • of past and future events • Mastering arithmetic facts by traditional methods • Remembering specific facts and formulas for • mathematical calculations

20. Attention deficit disorder, attention deficit hyperactivity disorder Those who have attention deficit disorder (ADD) or attention deficit hyperactive disorder (ADHD) tend to have disruptive behaviours that cannot be described as being of a psychiatric nature. The behaviours are not age appropriate, so an older person may misbehave in a similar way to a much younger peer.

21. Individuals have difficulty focusing their attention to complete a specific task, they can be hyperactive and impulsive and can suffer from mood swings and 'social clumsiness'. Some research shows that students with hyperactive-impulsive symptoms tend to have more behavioural problems, while those with the inattentive type (ADD) have a higher risk of comorbid depression or anxiety disorders. Many factors contribute to ADD and ADHD, including neurological factors such as the control of impulses and concentration as well as genetic, inherited and environmental factors.

22. Asperger's syndrome Individuals with Asperger’s syndrome (AS; sometimes known as high functioning autism) can exhibit a variety of characteristics along a range of severity. These may include difficulty with change, causing unexpected responses to surroundings difficulty reading non-verbal cues (body language) and determining body space, which can lead to problems with social interactions.

23. They may become preoccupied with a particular subject of interest, or develop obsessive routines. Students with AS whose obsessive interests include their subject can be an asset. They have a high attention to detail, and can be punctual, reliable and dedicated. They may be overly sensitive to sounds, tastes, smells and light. The syndrome is neurologically based but does not necessarily affect intelligence.

24. Autism • Autism is a developmental disability characterised by impairments in social skills, language, and behaviour. • However, these difficulties occur at different levels so some individuals have no verbal communication or eye contact with others, while others have limited speech and cope in a social setting. • Autism is neurologically based and has been shown to be strongly genetically determined.

25. Emotional and behavioural problems • This term is used when a child's ongoing behavioural difficulties appear to have their root cause in emotional or possibly social problems • It is important to remember that some children have such deep-rooted emotional difficulties that these may manifest themselves in unusual quietness, rather than disruptive behaviour.

26. Some emotional and behavioural problems may be temporary and can be dealt with using standard pastoral strategies. But others are so complex that outside professionals need to be involved to help the child cope with daily living and learning. A variety of praise and reward strategies are often useful and it is important to raise self-esteem at every opportunity. It may also be helpful to consider making a home visit or to arrange to see the parents in school and involve them in agreeing a home-school programme of action.

27. It is advisable to consider the wellbeing of all the other children in the class, as well as any adults who work with a child with emotional and behavioural difficulties. • Key characteristics • Children with emotional and behavioural difficulties may: • find it difficult to form friendships • often appear preoccupied and therefore find it • difficult to get involved in activities • have difficulty keeping on task

28. have difficulty taking part in group activities and • Discussion • often become tearful or throw tantrums for no • apparent reason • have psychosomatic illnesses • have low self-esteem and often become victims of • Bullies • become bullies themselves • be aggressive and disruptive

29. find it difficult to conform to classroom rules and • Routines • be excessively attention-seeking through either • negative behaviour or clinginess • sometimes have school phobia • underachieve in many areas of the school • curriculum.

30. Support strategies • You may need to: • ensure a consistent approach to the child’s behavioural • difficulties by all members of staff by developing positive • behaviour-management strategies • encourage the provision of a positive classroom • Environment • have group and class discussions (circletime) to focus on • problems and give all children opportunities to air their • views in a controlled environment • provide activities that encourage the building of self-esteem

31. set up small social skills groups for children who • have difficulties in particular areas such as relating • to other children or anger management • develop social interaction through games and • paired problem-solving activities • give short, clearly-defined tasks • encourage the development of ICT skills to increase • Motivation • give the child opportunities to express their feelings • through the use of puppets or role-play in pairs or • small groups

32. develop positive links between older and younger • Children • arrange for educational psychologist or • behavioural support input such as circle of friends, • if appropriate • arrange for counselling or family support provision • usually through either the Educational Welfare • Service, the Family Centre or the Child and Adult • Mental Health service.

33. Mental retardation • Mental retardation/learning disability is a condition of arrested or incomplete development of mind. • It is characterized by delayed development of skills, e.g. Language, thinking and movement and social skills. • Adaptive behaviour impaired, and the risk of exploitation is increased. • Educational progress is limited.

34. Mentally retarded children have an increased rate of other psychiatric disorders, and in particular, may show significant behavioural problems. Mental retardation is divided into mild (IQ 50-69), moderate (IQ 35-49), severe (IQ 20-34), and profound (IQ less than 20). Mild Mental Retardation Acquire adequate speech for conversation and are able to care for themselves eventually, but their development will be delayed. Such children will require ordinary care which may need to continue for slightly longer than normal children

35. Moderate Mental Retardation Children with moderate mental retardation are slower in developing; some will not achieve the ability to care for themselves. Unless associated with autism, or other psychiatric problems, such children would be able to communicate with others, and enjoy simple social activities. Care would be required for significantly longer than normal children, though the nature of the care would be much as for a normal younger child. There is an increased incidence of epilepsy in such children.

36. Severe Mental Retardation They have more limited development, with no prospect of eventually caring for themselves. They are often associated neurological problems affecting mobility. One third have epilepsy. Profound Mental Retardation Such children are severely limited in their communication; they may be immobile, or incontinent. They have no care for their own basic needs and require constant help and supervision. Two third have epilepsy: associated cerebral palsy and sensory impairment are common.

37. 5. Giftedness • “ Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. • “Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: • general intellectual ability • specific academic aptitude • creative or productive thinking • leadership ability • visual or performing arts and psychomotor ability”

38. 6. Inclusion • Inclusion in education involves: • valuing all students and staff equally. • Increasing the participation of students in, and reducing their exclusion from the cultures, curricula and communities of local schools. • Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as ‘having special educational needs’.

39. Viewing the differences between students as resources to support learning, rather than as problems to be overcome. • Recognizing that inclusion in education is one aspects of inclusion in society. • Emphasizing the role of schools in building community and developing values, as well as increasing achievement. • Fostering mutually sustaining relationships between schools and community.

40. Inclusive education means disabled and non-disabled children and young people learning together in ordinary pre-school provision, schools, colleges and universities, with appropriate networks of supports. It means enabling pupils to participate in the life and work of mainstream institution to the best of their abilities, whatever their needs. Why do we need inclusion? Education is part of, not separate from, the rest of children’s lives. Disabled children can, and are, being educated in mainstream schools with appropriate support.