Week 6
Module 5: Learners with Exceptionalities
Ms. Nathanie B. Bernardo
Instructor
GRACE MISSION COLLEGE
Catiningan, Socorro, Oriental Mindoro
Objectives
In this module, challenge yourself to attain the following learning outcomes:
describe the basic categories of exceptional learners;
define and distinguish the terms disability and handicap; and
demonstrate “people first” language when referring to exceptional learners advocate for its use.
One significant factor that highlights individual differences and diversity in learning is the
presence of exceptionalities. We commonly refer to learners with exceptionalities as persons who are
different in some way from the “normal” or “average”. The term “exceptional learners: includes those
with special needs related to cognitive abilities, behavior, social functioning, physical and sensory
impairments, emotional disturbances, and giftedness. Most of these learners require a lot of
understanding and patience as well as special education and related services if they are to reach their
full potential of development.
Categories of Exceptionalities
There are different ways of presenting categories of exceptionalities. Special education
practitioners would have varying terms and categories. For this short introduction of categories, we are
basing it on the categories found in Omrod’s Educational Psychology (2000).
Specific Cognitive or Academic Difficulties
Learning Disabilities. 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 disorders, or sensory impairments. Examples of learning disabilities
include dyslexia (reading), dyscalculia (number operations) and dysgraphia (writing).
Attention – Deficit Hyperactivity Disorder. ADHD is manifested in either or both of these: (1) difficulty in
focusing and maintaining attention and (2) recurrent hyperactive and impulsive behavior.
Speech and Communication Disorders. 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.
Social/Emotional and Behavioral Difficulties Autism.
Autism is a condition manifested by different levels of impaired social interaction and
communication, repetitive behaviors and limited interests. Individuals with autism usually have an
intense need for routine and a predictable environment.
Mental Retardation. 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.
Emotional/Conduct Disorders. This 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.
Physical Disabilities and Health Impairments
Physical and health impairments. This involves physical or medical conditions (usually long-term)
including one or more of these: ) limited energy and strength, (2) reduced mental alertness, and/or 3)
little muscle control.
Severe and Multiple Disabilities. This 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.
Sensory Impairments
Visual Impairments. These are conditions when there 1s malfunction of the eyes or optic nerves
that prevent normal vision even with corrective lenses.
Hearing Impairments. These involve malfunction of the ear or auditory nerves that hinders
perception of sounds within the frequency range of normal speech.
Giftedness
Giftedness. This 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.
People-First Language
What is People-First Language? Just as the term would imply, this language trend involves putting
the person first, not the disability (e.g., a person with a disability, not a disabled person). Thus, peoplefirst language tells us what conditions people have, not what they are (Schiefelbusch Institute, 1996).
This is similar to saying "person with AIDS, rather than "AIDS victim". Other suggestions for referring to
those with disabilities include:

avoiding generic labels (people with mental retardation is preferable to the mentally retarded);

emphasizing abilities, not limitations (for instance, uses a wheelchair is preferable to confined to
a wheelchair);

avoiding euphemisms (such as physically-challenged) which are regarded as condescending
and avoid the real issues that result from a disability; and

avoiding implying illness or suffering (had polio is preferable to is a polio victim, and has multiple
sclerosis is preferable to suffers from multiple sclerosis) (Department of Physical Medicine and
Rehabilitation, 2000; Schiefelbusch Institute, 1996).
Using people-first language and applying the guidelines above will remind you to have a more
respectful and accepting attitude toward learners with exceptionalities. The presence of
impairments requires them to exert more effort to do things that others like us find quite easy to do.
They are learners who may turn to your assistance. Beginning with the right attitude, one of
compassion (neither of pity nor ridicule), will make you a more effective teacher, one with the hand
and the heart who can facilitate their learning and adjustment.
ACTIVITY SHEET (WEEK 6)
Name: __________________________________
Address: ________________________________
Course: ________________________________
Section:_________________________________
I. Reflection
1. How will you handle learners with exceptionalities?
2. What is the major role of teachers handling students with exceptionalities?
II. Revise the following sentences to adhere to the people – first language and the other guidelines
given in this module.
Example:
He was epileptic and refused to take medication for his condition.
Instead of the word epileptic,
He was a person with a seizure disorder and refused to take medication for his condition.
1. He is behaving like that because he is abnormal.
2. That classroom was designed for the deaf and blind.
3. Their brother is mentally retarded.
4. I like to read books about the handicapped.
5. There was a blind girl in my psychology class.