M3 New

QUIRINO STATE UNIVERSITY
Cabarroguis Campus
Cabarroguis, Quirino 3400
BACHELOR OF ELEMENTARY EDUCATION
MODULE 3: Typology of Learners with Special Needs

Topics Learning Outcomes
A. Learners with Intellectual Disability  Distinguish the different types,
i. Cerebral Palsy identifications, etiology, causes,
ii. Trisomy 21 characteristics of learners who have
B. Learners with Learning Disability
i. Dyslexia
special needs;
ii. Dysgraphia
iii. Dyscalculia  Describe the different types and
C. Learners with Physical Disabilities levels/degrees, etiologies, causes and
i. Visual impairment characteristics of these learners;
ii. Hearing impairment
iii. Speech impairment  Demonstrate understanding of the
iv. Multiple physical impairment special educational needs of learners
D. Learners who are Gifted and Talented in difficult circumstances including:
i. Visual arts geographic isolation; chronic illness;
ii. Music displacement due to armed conflict,
iii. Intellectual Giftedness
urban resettlement or disasters; child
iv. Performing arts
E. Learners with Socio-Emotional Disorder abuse and child labor practices
i. Emotional Behavioural Disorder
ii. Anxiety attack
iii. Depression
iv. Obsessive Compulsive Disorder
v. Bipolar Disorder
F. Learners with Chronic Illness
i. Asthma
ii. Diabetes
iii. Epilepsy
iv. Allergy
G. Learners in Difficult Circumstances
i. Living in Remote Places
ii. Victims of war
iii. Products of broken family
iv. Street children/ children from
Impoverished Family
v. Victims of Abuse
Overview of the Lesson

This lesson covers the typology of learners with special needs. All
the underlying components of each aspect aims to help learners bear
understanding, acceptance, and respect over their fellow.
As a pre-service teacher, it will also ascertain and highlight the
importance of considering the needs of learners as they dwell into the complex stages
of seeking for inclusivity. This will further enlighten other people in helping them build
a safe and comfortable place to exercise their freedom and to be inclusive.
IN TOUCH!
Typology of Learners with Special Needs
SOURCES: by Jansheski from https://www.cerebralpalsyguidance.com
Characteristics of Children with Special Needs https://www.doe.virginia.gov
Characteristics of Children with Learning Disabilities from https://www.naset.org
Special Education—Department of Education from https://www.education.gov
How to Meet the Needs of Talented Artists in Elementary School—ERIC by Wilson (2009)
Talented—Visual Arts/Characteristics by Teacher Press
Definitions, Models, and Characteristics of Gifted Students by Johnsen
Characteristics of Gifted Learners—Hampton City Schools by VBCPS Office of Gifted Education and
Curriculum Development (2012)
Music Identification Handbook by Wisconsin Music Educators Association
An Introduction to the Performing Arts by Sage
Resource What is Performance Art by IMMA
PERFORMING ARTS PROGRAM-Hewlett Foundation by Soe Can (2012)
Learners with Intellectual Disability

Both Cerebral Palsy and Trisomy 21 have common characteristics. These both
conditions can also be acquired by a newly born. Both children with Cerebral Palsy
and Trisomy 21 are likely to face lifelong challenges which can include:
discrimination, physical disabilities, mental and emotional health issues, and
problems with inclusion and social isolation.
51 | P a g e Foundation of Inclusive and Special Education

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A. CEREBRAL PALSY
Definition
Cerebral Palsy is a neurological condition which begins with the brain. It
constitutes disorder of movement and muscle tone, in which causes complications
and symptoms that range from mild to severe and debilitating.
Cause of Cerebral Palsy
Brain damage or a disruption in normal brain development occurring in the womb
during the mother’s labor and delivery or shortly after birth.
Characteristic symptoms
 Either too much or too little muscle tone
 Rigid muscles
 Spastic muscles
 Poor muscle coordination
 Slow and writhing movements
 Delayed motor development
 Difficulty walking
 Difficulty swallowing
 Drooling
 Difficulty speaking; and
 Seizures
B. TRISOMY 21
Definition
Commonly known as Down Syndrome, it is a congenital chromosomal disability.
Chromosomes are genes packages in the body cells. Normally, people have 23
chromosome pairs for a total of 46. Down Syndrome occurs when a child develops
with extra copy of chromosome 21 in the womb, for a total of three of this particular
chromosome. This leads to the terminology Trisomy 21.
Extra chromosomes cause developmental delays for both children and adults with
this condition.
Distinctive Physical Features
 Flattened facial feature
 Small ears
 Small hands and feet
 Short neck
 Short stature
Common Effects of Trisomy 21
 Low muscle tone and loose joints
 Hearing loss
 Congenital heart defects
 Eye disease
 Sleep apnea
 Lower than average IQ
 Recurrent ear infections

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Comparison and Contrast
CEREBRAL PALSY TRISOMY 21

 Multiple possible  Occur in the womb  Chromosomal
causes which lead or near birth abnormality
to brain damage  Neither can be  Less variety in the
 More variety in the cured, but can be symptoms and
symptoms and managed with complications
complications physical,  All affected
from one educational, social, individuals have
individual to and psychological intellectual disability
another interventions and a lower IQ than
 Have a lower IQ  Treatments can be the average of their
but the condition given to manage age
on cerebral palsy symptoms of either  Diagnosed
does not affect IQ condition (seizure definitively by
or intellectual medication for evaluating the baby’s
ability cerebral palsy; or chromosomes (even
 More complicated surgery on heart while the fetus is
to diagnose since ailment for Trisomy developing)
it is a group of 21)
disorders
Figure 3.1 Comparison and Contrast on Cerebral Palsy and Trisomy 21 from
https://www.cerebralpalsyguidance.com
Learners with Learning Disability

A. DYSLEXIA
Dyslexia is one of several distinct learning disabilities. Specifically, a language-
based disorder characterized by difficulties in single word decoding, usually
reflecting insufficient phonological processing abilities.
The American Academy of Special Education Professionals’ Educator’s Diagnostic

Manual of Disabilities and Disorders (2007), as cited by Jansheski, highlighted the
following frequently observed reading disorders in children with dyslexia:
• Direct Dyslexia. It is the ability to read words aloud correctly with no
comprehension on what he or she has just read.
• Dyseidesia Dyslexia. Characterized by poor sight-word vocabularies and will rely
on using time consuming word attack skills (a phonetic approach) to decode many
words. Characteristic spelling errors include phonetic equivalents for irregular
words, such as rede for ready.
• Dyseidetic Dyslexia. An individual can sound out individual letters phonetically
but is troubled on identifying patterns of letters in groups. Their spelling tends to
be phonetic even when incorrect (laf for laugh). They have deficits in vision and
memory of letters and word shapes, giving difficulty to develop a sight vocabulary.
However, they can acquire adequate phonetic skills.
• Dyslexia with Dysgraphia (Deep Dyslexia). Involves problem in writing letters
and words, grasping word-meanings, integrating the sounds of letters, and in
enunciating unfamiliar and even familiar words. People in this category need our
closest attention for educational and career planning.
• Dyslexia without Dysgraphia (Pure Dyslexia). Its occurrence highlights problems

in reading but not in writing. They have trouble doing written arithmetic because
they must read the text and the numbers but may not have any problem doing
spoken arithmetic.

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• Dysnemkinesia Dyslexia. Characterized by minimal dysfunction on the motor

cortex involved in letter formation. Individuals can be characteristically
distinguished by their frequent letter reversals, such as p for f, as in pan for fan.
• Dysnomia. A type of dyslexia specifically associated with difficulties in naming
and naming speed.
• Dysphonetic Dyslexia. They have difficulty relating letters to sounds, so their
spelling is totally chaotic. They can recognize words they have memorized but
cannot sound out new ones to figure out what they are. The misspellings are
phonetically inaccurate. The misreading are substitutions based on small clues
the reader acquires and are also semantic.
• Literal Dyslexia (Letter Blindness). A person may read individual letters of the
word but not the word itself, or read a word, but not understand the meaning of
the word, or may read words partially. For example, a person may read the word
spy as shy, or sly. The person may realize that these words are incorrect but
cannot read the words correctly.
Some people with literal dyslexia do better by moving their finger on the outline of
a word, or by tracing the letters in the air.
 Mixed Reading Disability Dyslexia (Alexic Reading Disability). They have both
the dyseidetic and dysphonic types of reading disorder. This person may have
disability in both sight vocabulary and phonetic skills and are usually unable to
read or spell.
• Neglect Dyslexia. Characterized by neglecting the left or the right side of words, a
problem particularly highlighted in reading long words. For example, if asked to
read stout, he or she may read it as out. There may also be a problem with
compound words. For example, a compound word such as Hawkeye may be read
partially, as hawk or eye.
• Phonological Dyslexia. This occurs when an individual has difficulty in
converting letters to their sounds. They have trouble reading unfamiliar or novel
words. They also have difficulty in reading a nonword such as tord. They may
misread this nonword as a real word that looks similar. They sometime also
misread actual words as other ones that look similar.
• Primary Dyslexia. This is a dysfunction of the left side of the brain (cerebral
cortex) and does not change with maturity. Individuals with this type are rarely
able to read above a fourth-grade level and may struggle with reading, spelling,
and writing as adults. Primary dyslexia is hereditary and is found more often in
boys than in girls.
• Semantic Dyslexia. This involves distorting the meaning of a word or incorrectly
reads a word because of the confusion in the meaning of the given word. People
with semantic dyslexia may say an antonym, a synonym, or a subordinate of a
word instead of the word proper. For example, they may misread dog as cat or fox.
They may misread twist as twisted or buy as bought. Some have trouble reading
function words such as of, an, not, and and.
• Spelling Dyslexia. A person has problems reading all types of words and has
trouble identifying individual letters. They have extremely slow and hesitant
reading, specifically on long words. A normal reader takes 30 milliseconds for
reading each additional letter, a spelling dyslexic take a second to do the same.
Some dyslexics tend to read words one letter at a time, even if the words are short
and familiar.
• Surface Dyslexia. This occurs when a person can read words phonetically but
has problems with whole word recognition (i.e., yacht = yachet).
• Trauma Dyslexia. This occurs after brain trauma or injury to the area of the
brain that controls reading and writing. This type of dyslexia is rarely diagnosed
in today’s school-age population because they will often receive a classification in
special education of Traumatic Brain Injury (TBI) rather than LD.

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• Visual Dyslexia. People with this condition usually cannot learn words as a whole
component. There are problems with visual discrimination, memory synthesis,
and sequencing of words. Reversal of words or letters when reading, writing, and
spelling is common (take the case on the movie ‘Every Child is Special’).
B. DYSGRAPHIA
Dysgraphia is a learning disability associated with written expression, entails
writing skills that fall below the expected given the individual’s age, IQ, and
education, such that academic achievement or activities of daily living are
significantly impaired.
It is the inability to perform motor movement, in other words, extremely poor
handwriting. It is associated with a neurological dysfunction. Agraphia is an
acquired disorder in which the ability to write and make patterns is impaired
(Birsch, 1999; cited in Kirk et al., 2003 as cited by Jansheski).
Conditions on Students’ handwriting problems:
 A lack of fine motor coordination
 Failure to attend to task
 Inability to perceive and/or remember visual images accurately
 Inadequate handwriting instruction in the classroom
following writing disorders most frequently seen in children with dysgraphia:
 Dyslexic Dysgraphia. With this disorder, spontaneously written text is illegible,
particularly when the text is complex. Oral spelling is poor, but drawing and
copying of written text are normal. Finger-tapping speed (a measure of fine-motor
speed) is normal.
 Motor Dysgraphia. Both spontaneously written and copied text may be illegible,
oral spelling is normal, and drawing is usually problematic. Finger-tapping speed
is abnormal.
 Spatial Dysgraphia. An individual displays illegible writing, whether
spontaneously produced or copied. Oral spelling is normal. Finger-tapping speed
is normal, but drawing is very problematic.
C. DYSCALCULIA
Developmental Arithmetic Disorder, commonly known as Dyscalculia, refers to
selective impairment in mathematical thinking or in calculation skills (Fletcher &
Forman, 1994 as cited by Jansheski). Problems with number or basic concepts
show up early. Disabilities that appear in the later grades are commonly tied to
problems in reasoning.
following mathematical disorders in children with dyscalculia:
• Basic Number Fact Disorder. Individuals with this disorder have problems
memorizing and retaining basic arithmetic facts, such as the answers to 8 – 5, 6 +
2—they have problems memorizing as many facts as other children do. They
count their fingers to add and subtract and seem unable to develop efficient
memory strategies with independence.
• Calculation Disorder. Inconsistent calculation may lead to numerous errors on
mathematical tasks. Students with calculation difficulties perform the incorrect
mathematical operations. For example, when calculating 8 - 5, they may respond
13, because they added rather than subtracting the two numbers.
• Mathematical Abstraction Limitation Disorder. Individuals do not possess the
ability to function at a high level of mathematical abstraction; hence, can only
function on a concrete level of understanding. They tend to reach a ceiling in their
ability to comprehend abstract math concepts.

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• Mathematical Estimation Disorder. Children have an impaired sense of number

size. This may affect tasks involving estimating numbers in a collection and
comparing numbers.
• Mathematical Language Disorder. According to Garnett (1998), as intensified by
Jansheski, some students with LD are particularly hampered by the language
aspects of math, resulting in confusion about terminology, difficulty following
verbal explanations, and weak verbal skills for monitoring the steps of complex
calculations.
Teachers can help by slowing the pace of their delivery, maintaining normal
timing of phrases, and giving information in discrete segments. Such toned-down
chunking of verbal information is significant in asking questions, giving
directions, presenting concepts, and offering explanations.
• Mathematical Measurement Disorder. Individuals may have difficulty with
concepts involving measurements, such as speed (miles per hour), temperature
(energy per unit of mass), averages, and proportional measures.
• Mathematical Navigation Disorder. Children usually learn the sequence of
counting words, but have difficulty navigating back and forth, especially in twos,
threes, or more.
• Mathematical Organization Disorder. They may have inability to organize
objects in a logical way. They may be unable to mentally picture mechanical
processes. They may lack big picture/whole picture thinking. They may have a
poor ability to visualize the location of the numbers on the face of a clock, the
geographical locations of states, countries, oceans, streets, and so on.
• Mathematical Sequencing Disorder. People with this disorder have trouble with
sequence, including left/right orientation. They will read numbers out of sequence
and sometimes do operations backwards. They also become confused on the
sequence of past or future events.
• Symbolic Mathematical Operations Disorder. Individuals find it difficult to
translate between number words, where powers of ten are expressed by new
names (ten, hundred, and thousand) and numerals (where powers of ten are
expressed by the same numerals but in terms of place value).
• Temporal/Monetary Math Disorder. People with this disorder tend to have
difficulties in topics relating to time, telling time, keeping track of time, estimating
time, monetary concepts, and counting money. They may have fear of money and
cash transactions and may be unable to mentally figure the amounts to pay for on
services.
• Visual–Spatial Math Disorder. Students have disturbances in visual– spatial–
motor organization, which may result in weak or missing understanding of
concepts, very poor number sense, specific difficulty with pictorial
representations, poorly controlled handwriting, and confused arrangements of
numerals and signs on the page. Students with this disorder might have spatial
problems and difficulty aligning numbers into proper columns.
• Written Symbol System Disorder. According to Garnett (2000), as cited by
Jansheski, many younger children who have difficulty with elementary math
actually bring to school a strong foundation of informal math understanding. They
encounter trouble in connecting this knowledge base to the more formal
procedures, language, and symbolic notation system of school math (Allardice &
Ginsburg, 1983)—causes collision of their informal skills with school math.
Learners with Physical Disability

A. VISUAL IMPAIRMENT (Defined)
Including blindness means impairment in vision severe enough to adversely affect
educational performance, even when corrected. The term includes both partial
sight and blindness.

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B. HEARING IMPAIRMENT
Definition
Hearing impairment is hearing loss, in one or both ears, that may be permanent
or fluctuating, that adversely affect educational performance, but is not included in
the definition of deafness.
Related concepts
Deafness means a hearing impairment so severe that the child’s ability to process
linguistic information through hearing, with or without amplification, is limited to
the extent that it adversely affects his or her educational performance.
Deaf blindness is simultaneous hearing and visual impairment, the combination of
which causes severe communication and other developmental or educational needs
that cannot be accommodated in special education programs solely for children
with deafness or children with blindness.
C. SPEECH IMPAIRMENT (defined)
Speech or language impairment is a communication disorder, such as stuttering,
impaired articulation, language impairment, or a voice impairment, that adversely
affects a child's educational performance.
D. MULTIPLE PHYSICAL IMPAIRMENT (defined)
Multiple disabilities means a child exhibits two or more impairments
simultaneously (such as intellectual disability, blindness, intellectual disability,
orthopedic impairment, etc.), the combination of which requires schools to attend to
specific educational needs that cannot be accommodated in special education
programs solely for one of the impairments.
The term does not include deaf blindness, which is considered a separate
disability.
Learners who are Gifted and Talented

“No single test can capture a gifted student’s dynamic abilities.”
Susan K. Johnsen
Federal definition of gifted and talented students, as stated in the Improving America’s
Schools Act of 1994:
The term “gifted and talented” when used in respect to students, children, or youth
means students, children, or youth who give evidence of high performance capability in
areas such as intellectual, creative, artistic, or leadership capacity, or in specific
academic fields, and who require services or activities not ordinarily provided by the
school to fully develop such capabilities.
‘Talented’ tends to
refer to individuals
with abilities in the
‘Gifted’ often refers to
arts
abilities in academia
Figure 3.2 Comparison on the Talented and the Gifted

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Assist in identification and

providing appropriate
educational services
Parent’s Roles in
understanding the
characteristics
and behaviors of
gifted children
Support cognitive and Support affective (social
intellectual needs and emotional) needs
Figure 3.3 Role of Parents on Gifted Children’s Development
The family, being the immediate environment of the child, know their child better. They
can either develop or hamper their child’s growth; thus, it is significant to determine
parent’s roles on their child’s character development.
Characteristics Concomitant Problems

 Keen power of observation; naive receptivity;  Possible gullibility
sense of the significant; willingness to examine
the unusual
 Powers of abstraction, conceptualized, synthesis;  Occasional resistance to directions;
interest in inductive learning and problem rejection or omission of detail
solving; pleasure in intellectual activity
 Interest in cause-effect relations and ability to  Difficulty in accepting the illogical
see relationships; interest in applying concepts;
love of truth
 Liking for structure and order; liking for  Invention of own systems,
consistency, as in value systems, number sometimes conflicting
systems, clocks, calendars
 Retentiveness  Dislike for routine drill
 Verbal proficiency; large vocabulary; facility in  Need for specialized reading
expression; interest in reading; breadth of vocabulary early; escape into
information in advanced areas verbalism
 Questioning attitude, intellectual curiosity,  Lack of early home or school
inquisitive mind, intrinsic motivation stimulation
 Power of critical thinking; skepticism, evaluative  Critical attitude toward others;
testing, self-criticism, and self-checking discouragement from self-criticism
 Creativeness and inventiveness; a liking for new  Rejection of knowledge; need to
ways of doing things; interest in creating, invent for oneself
brainstorming, freewheeling
 Power of concentration; intense attention that  Resistance to interruption
excludes all else; long attention span
 Persistent, goal-directed behavior  Stubbornness
 Sensitivity, intuitiveness, empathy for others;  Need for success and recognition;
need for emotional support and a sympathetic sensitivity to criticism; vulnerability
attitude to peer group rejection
 High energy, alertness, eagerness; periods of  Frustration with inactivity and
intense voluntary effort preceding invention absence of progress
 Independence in work and study; preference for  Parent and peer-group pressures
individualized work; self-reliance, need for and nonconformity; problems of
freedom of movement and action rejection and rebellion
 Versatility and virtuosity; diversity of interests  Lack of homogeneity in group work;
and abilities; many hobbies need for flexibility and
individualization; need for help in
exploring and developing interests
 Friendliness and outgoingness  Need for peer-group relations in
many types of groups; problems
with social leadership
Table 3.1 Learning Characteristics of Gifted Children and Adolescents

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The stated behaviors, when being demonstrated by students, may be perceived as

negative but they could rather be indicators of giftedness. On the other hand, when
non-productive behaviors arise in a classroom, it is important to look at the causes of
the behaviors, instead of focusing just on the behaviors.
Characteristic Learning Need

Excellent memory Access to large quantities of information
Advanced comprehension Challenging learning activities
Varied interests (multipotentiality) Exposure to a wide range of topics and
ideas
Excellent verbal skills Opportunities for in-depth discussion
and reflection
Flexibility and creativity of thought Challenging and varied problem-solving
processes activities
Accelerated rate of thinking Individually paced learning
Goal-oriented focus Extended time for specific learning
activities
Independence in learning Independent and self-directed learning
tasks
Analytical thinking Opportunities for high-level thinking and
problem solving; “time to think”
Self-motivation Active involvement in learning and
setting goals for learning
Emotional sensitivity Opportunities for reflection
Interest in adult issues Exposure to real world issues
Abstract and holistic reasoning Multidisciplinary approach to learning
Voracious reader Access to extensive and diverse resources
Table 3.2 Learning Needs Based on Gifted Characteristics
A. VISUAL ARTS
Importance of Arts Instruction
As emphasized by Wilson, students who are talented in the visual arts benefit from
curricular programming that highlights their unique gifts. Early and advanced
opportunities in the arts play a vital role in the later development of professional
artists. It has been found that talented students who participate in programming
for the visual arts report long-term affective and career gains (Confessore, 1991).
These programs should be learner-centered (Burton, 2000) and emphasize the
production of artwork (Burton, 1994).
The following characteristics are associated with visually talented students’
behavioral traits and characteristics of their artwork.
 Show fluency of imagination and expression—one idea leads to another.

 They have a highly developed sensibility in a particular area (movement, space,
rhythm, or even color).
 They show integration of thinking, perceiving, and feeling.
 Highly imaginative.
 There’s directness of expression—motivated by personally meaningful
experiences.
 Artistically talented/ gifted students live and embrace their own art.
 They are above average in intelligence.
 All show extraordinary skill with a specific medium (pencil, charcoal,
ceramics..)
 They are highly individual and inventive.
Table 3.3 Characteristics of the Talented Art Student

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Domains of Artistic Talent

There were also domains which are identified for artistic talents. These are
scrutinized on the following table to help us determine their role and significance on
a child’s development:
Domain Characteristics Curricular Options

Technical Skill In students’ artwork:  Product choices
The ability of students  advanced drawing (puppets, triaramas,
to manipulate materials skills (use of and folded books)
to convey an intended perspective,  Providing
purpose foreshortening, etc) opportunities to
 elaboration and express knowledge
inclusion of many visually
details  Graphic organizers
 attachment of  Drawing pictures to
complex meaning to solve problems
drawings  Allowing more time
for students to finish
artistic projects
Visual Thinking The student expresses:  Writing prompts
The ability of people to  conceptually deep about artwork or
understand and understandings of images
interpret visual visual  Discussions about
information images/artwork visual portrayals of
 understanding of meaning
visual organization of  Visual
images (elements of representations of
the design) important topics
 interpretation of Opportunities to
meaning of visual learn through
print (advertisements, graphic and
Web pages, and organizational charts
photography)
 mathematical and
conceptual
understanding of
ideas when presented
as graphs or charts
Creativity The student’s ideas are:  Foster creativity by
The ability of students  different or unusual withholding
to think flexibly and  prolific judgment and
generate novel ideas  adaptations of old encouraging student
ideas in new ways differences
 Brainstorming
The student may: (Osborn, 1963)
 have a desire to be  Attribute Listing
different (Crawford, 1954)
 enjoy generating new  SCAMPER (Eberle,
ideas 1997
 combine ideas in new
ways
 be able to generate
many idea
Table 3.4 Domains of Artistic Talent
B. MUSIC
Music and the Gifted Child
The number of musically talented persons may have been small because parents
and educators do a poor job of recognizing this talent, and once identified, fail to
provide nurture maximizing musical potential. Thus, though musical talent may be

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present, it becomes gradually less and less visible, until those who have this ability
succeed in concealing the interest and potential for music altogether.
Musical Giftedness Defined
“A musically gifted person is someone who shows, or has the potential for
showing, an exceptional level of performance in creating music,
performing music, and/or responding to music.”
—Adapted from the National Association for Gifted Children (NAGC)
Categories of criteria indicative of musical talent:

1. Musical awareness and discrimination which includes:
a. Perceptual awareness of sound
b. Rhythmic sense
c. Sense of pitch
2. Creative Interpretation - includes performance elements as well as personal
improvisation and composition
3. Musical Behavior and Performance - awareness of the interaction of listener
and performer; the impact of the performance through the student's involvement
4. Intensity - the persistence, motivation, and commitment indicative of artistic
focus
Flow Chart for Identification of Gifted Students in Music
Figure 3. Flow Chart for Identification of Gifted Students in Music

SOURCE: Wisconsin Music Educators Association with funding from the
Wisconsin Department of Public Instruction
C. INTELLECTUAL GIFTEDNESS
Those gifted and talented students with general intellectual ability tend to perform
or show the potential to perform in several fields of study. As intensified by
Johnsen, Spearman (1923) defined this general ability as "g," which is common to
many tasks. Cattell (1963) further divided "g" into fluid (inherited ability) and
crystallized (abilities acquired through learning). Many general intelligence tests
and checklists include items that assess both fluid abilities, such as analogies,
block designs, and pattern arrangements, and crystallized abilities, such as
mathematics problems, vocabulary, and comprehension of reading passages.

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Researchers have consistently identified characteristics of intellectually gifted as

relating to this specific area (Clark, 1997; Colangelo & Davis, 1991; Coleman &
Cross, 2001; Davis & Rimm, 1994; Gilliam, Carpenter, & Christensen, 1996;
Kllatena, 1992; Piirto, 1999; Renzulli, Smith, White, Callahan, Harman, & Vestberg,
2002; Rogers, 2001; Sternberg & Davidson, 1986; Swassing, 1985; Tannenbaum,
1983):
 Has an extensive and detailed memory, particularly in an
 area of interest.
 Has vocabulary advanced for age-precocious language.
 Has communication skills advanced for age and is able to express ideas and
feelings.
 Asks intelligent questions.
 Can identify the important characteristics of new concepts, problems.
 Learns information quickly.
 Uses logic in arriving at common sense answers.
 Has a broad base of knowledge-a large quantity of information.
 Understands abstract ideas and complex concepts.
 Uses analogical thinking, problem solving, or reasoning.
 Observes relationships and sees connections.
 Finds and solves difficult and unusual problems.
 Understands principles, forms generalizations, and uses them in new
situations.
 Wants to learn and is curious.
 Works conscientiously and has a high degree of concentration in areas of
interest.
 Understands and uses various symbol systems.
 Is reflective about learning.
D. PERFORMING ARTS
A young child sits at the piano for the first time, running his hands across the keys,
kicking his legs beneath him as they dangle off the bench.
As the curtain rises, a family sits together in the center aisle to watch the opening
night performance of a new play.
Two sisters dance together in their bedroom, creating their own choreography to their
favorite music, twirling, and swirling to the sounds around them.
A cast of children stand anxious and excited on stage in the bright spotlights,
adorned in colorful costumes.
The abovementioned vignettes are characterization of the different components of

performing arts—music, theater, dance, and musical theater.
Lifted from https://uk.sagepub.com, it unveils that popular culture has played a

large part in the area of performing arts for all individuals regardless of background
knowledge, training, and talent, as the most predominant societal view is one that
encourages the idea that anyone can sing, act, and dance. Reality shows, audition
opportunities, and community performances invite universal participation (Rajan,
in press).
 PERFORMANCE ART is a form of arts practice where a person or persons

undertake an action or actions within a particular timeframe in a particular
space or location for an audience.
Central to the process and execution of Performance Art is the live presence of
the artist and the real actions of his/her body, to create and present an
ephemeral art experience to an audience. A defining characteristic of
Performance Art is the body, considered the primary MEDIUM and conceptual

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material on which Performance Art is based; Other conceptual components are

time, space, and the relationship between performer and audience.
Significant Concepts
i. Live Performance Art: Live presentation in front of an audience, corporeal
activity made public (Performance Art/Live Art)
ii. Performative Work: A mediated presentation, made privately to the camera
or re-presentation of a Live Performance: Performance Art/Body Art.
IN TOUCH!
Typology of Learners with Special Needs (Continuation)
SOURCES: Social, Emotional and Behavioral Challenges by NCLD (2017)
Social and Emotional Skills by OECD
Emotional and Behavioral Disorder by Lind
Emotional or Behavioral Disorders by James
Panic attacks by Center for Integrated Healthcare (2013)
Anxiety and Panic Attacks by Mind (2021)
Depression by WHO
Depression by The Anxiety and Depression Association of America (ADAA)
Learners with Socio-Emotional Disorder

A. EMOTIONAL BEHAVIORAL DISORDER
Definition
This is generally not physically observable. The term also encompasses varied
disorders: Adjustment Disorders; Anxiety Disorders; Obsessive-Compulsive
Disorder (OCD); Post-Traumatic Stress Disorder (PTSD); Selective Mutism; Attention
Deficit Hyperactivity Disorder (ADHD); Oppositional Defiant Disorder (ODD);
Conduct Disorder; Anorexia Nervosa; Bulimia Nervosa; Bipolar Disorder; Major
Depressive Disorder; Autism; Schizophrenia; and Seriously Emotionally Disturbed.
Consequently, other people think that it is not a disorder and consider children who
show signs of the said disorder as troublesome instead.
Characteristics
 Disrupts classroom activities
 Impulsive behavior
 Inattentive and distractible
 Resistant to change and transitions in routine
 Does not follow or appear to care about rules
 Often speaks out with irrelevant information with no turn taking
 Preoccupied
 Poor concentration
 Demonstrates aggression
 Regularly absent from school
 Intimidates and bullies others
 Low self-esteem
 Consistently blames others for their dishonesty
 Experiences difficulty working in groups
 Frequently demonstrates self-injurious behavior
 Cannot apply social rules to others’ personal space/belongings
 Often is manipulative in situations
Working with Children/Youth with Emotional and/or Behavioral Disorders

 Teach and support social and emotional competencies.
 Create a system that encourages child/youth engagement, safety, and a
positive climate.
 Foster engaging, useful and positive learning opportunities.
 Collaborate with families as to the strengths and needs of the child/youth.
 Provide immediate encouragement and feedback.
 Build upon the child’s/youth’s interests.

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 Allow the child/youth to make choices.

 Set rules and expectations and the consequences associated with not
complying with the rules and expectations.
 Promote self-esteem and confidence every chance you get. Likewise, let the
child realize the consequences of his/her actions. The praise is set at the
action instead of telling the child/youth he is good/bad.
 Provide the child/youth with opportunities to become responsible.
 Always be objective and understanding – do not lose your patience, as many
times that is what the child/youth wants.
 Promote cooperation and encourage positive interactions among
children/youth.
Figure 3.5 Structure of Social and Emotional Skills by OECD
The figure above includes the BIG FIVE domains and the compound skills which
augment our social and emotional context. The “Big Five” dimensions and the
compound skills used several criteria to decide on skills to include and which need
to:
 provide a broad and balanced coverage of the entire domain of social and
emotional skills
 be predictive of success in a wide range of important life outcomes and events
 be malleable and susceptible to possible policy interventions
 be appropriate for 10- and 15-year-olds
 be comparable and relevant across different cultures, languages, social and
school contexts
 be relevant for the future
B. ANXIETY ATTACK
Definition
Anxiety is a natural human response when we feel that we are under threat. It
intervenes with our thoughts, feelings, and physical sensations.

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Anxiety as a Mental Health Problem

Anxiety becomes a mental health problem when it hampers you to live your life as
fully. For example, it may be a problem if:
 your feelings of anxiety are very strong or last for a long time
 your fears or worries are out of proportion to the situation
 you avoid situations that might cause you to feel anxious
 your worries feel very distressing or are hard to control
 you regularly experience symptoms of anxiety, which could include panic
attacks
 you find it hard to go about your everyday life or do things you enjoy
Anxiety Disorders
Anxiety is experienced in varied forms and different ways. Some of which are as
follows:
a. Generalized anxiety disorder (GAD) – this means having regular or
uncontrollable worries about many different things in your everyday life.
Because there are lots of possible symptoms of anxiety this can be quite a broad
diagnosis, meaning that the problems you experience with GAD might be quite
different from another person's experiences.
b. Social anxiety disorder – this diagnosis means you experience extreme fear or
anxiety triggered by social situations (such as parties, workplaces, or everyday
situations where you have to talk to another person). It is also known as social
phobia. See our section on types of phobia for more information.
c. Panic disorder – this means having regular or frequent panic attacks without a
clear cause or trigger. Experiencing panic disorder can mean that you feel
constantly afraid of having another panic attack, to the point that this fear itself
can trigger your panic attacks. See our section on panic attacks for more
information.
d. Phobias – a phobia is an extreme fear or anxiety triggered by a particular
situation (such as going outside) or a particular object (such as spiders). See our
resource on phobias for more information.
e. Post-traumatic stress disorder (PTSD) – this is a diagnosis you may be given if
you develop anxiety problems after going through something you found
traumatic. PTSD can involve experiencing flashbacks or nightmares which can
feel like you're re-living all the fear and anxiety you experienced at the time of
the traumatic events. See our resource on PTSD and complex PTSD for more
information.
f. Obsessive-compulsive disorder (OCD) – you may be given this diagnosis if your
anxiety problems involve having repetitive thoughts, behaviors or urges. See our
resource on OCD for more information.
g. Health anxiety – this means you experience obsessions and compulsions
relating to illness, including researching symptoms or checking to see if you
have them. It is related to OCD. You can find out more about health anxiety on
the Anxiety UK website.
h. Body dysmorphic disorder (BDD) – this means you experience obsessions and
compulsions relating to your physical appearance. See our resource on BDD for
more information.
i. Perinatal anxiety or perinatal OCD – some people develop anxiety problems
during pregnancy or in the first year after giving birth.
If your experiences meet certain criteria your doctor might diagnose you with a
specific anxiety disorder. This gives enough benefit for an individual to work on this
particular disorder and deal with the appropriate treatment thereafter.

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C. DEPRESSION
“A solution for depression is at hand... Efficacious and cost-effective
treatments are available to improve the health and the lives of millions of
people around the world...”
-Anonymous
Definition
Depression is a common mental disorder which comes with depressed mood, loss
of interest or pleasure, decreased energy, feelings of guilt or low self-worth,
disturbed sleep or appetite, and poor concentration. Moreover, depression often
comes with symptoms of anxiety.
Variations of Depression
i. Depressive episode involves symptoms such as depressed mood, loss of
interest and enjoyment, and increased fatigability. Depending on the number
and severity of symptoms, a depressive episode can be categorized as mild,
moderate, or severe. An individual with a mild depressive episode will have
some difficulty in continuing with ordinary work and social activities but will
probably not cease to function completely. During a severe depressive episode,
on the other hand, it is very unlikely that the sufferer will be able to continue
with social, work, or domestic activities, except to a very limited extent.
ii. Bipolar affective disorder typically consists of both manic and depressive
episodes separated by periods of normal mood. Manic episodes involve
elevated mood and increased energy, resulting in over-activity, pressure of
speech and decreased need for sleep.
Types of Depression
Depressive disorders, also known as mood disorders, include three main types:
major depression, persistent depressive disorder, and bipolar disorder.
Depressive disorders can affect people of any age, including children, teenagers,
adults, and older adults.
a. Major depression involves at least five of the symptoms. Such an episode is
disabling and will interfere with the ability to work, study, eat, and sleep. Major
depressive episodes may occur once or twice in a lifetime, or they may recur
frequently. They may also take place spontaneously, during or after the death of
a loved one, a romantic breakup, a medical illness, or other life event. Some
people with major depression may feel that life is not worth living and some will
attempt to end their lives.
b. Persistent depressive disorder, or PDD, usually continues for at least two
years. Its severity is lesser than major depression but involves the same
symptoms; sad mood combined with low energy, poor appetite or overeating,
and insomnia or oversleeping. It can show up as stress, irritability, and mild
anhedonia, which is the inability to derive pleasure from most activities.
c. Bipolar disorder, once called manic depression, is characterized by moods that
shift from severe highs (mania) or mild highs (hypomania) to severe lows
(depression). The mood episodes associated with the disorder persist from days
to weeks or longer and may be dramatic. Severe changes in behavior go along
with mood changes.
D. OBSESSIVE COMPULSIVE DISORDER

Definition
People with obsessive-compulsive disorder, or OCD, experience unwanted and
intrusive thoughts (obsessions), which cause them to repeatedly perform ritualistic
behaviors and routines (compulsions) to ease their anxiety.
Obsessive-compulsive disorder, once known as “obsessive- compulsive neurosis,”
and occasionally referred to by subtype designations, such as “délire de doute” or
“délire de toucher,” is a relatively common disorder, with a lifetime prevalence of
from 2 to 3%. It is probably equally common among males and females.

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Common Obsessions and Compulsions

Common Obsessions Common Compulsions
• Constant, irrational worry about dirt, • Cleaning – Repeatedly washing
germs, or contamination hands, bathing, or cleaning household
items
• Excessive concern with order, • Checking – Checking and re-
arrangement, or symmetry checking several to hundreds of times
a day that the doors are locked, stove
is turned off, hairdryer is unplugged,
etc.
• Fear that negative or blasphemous • Repeating – Unable to stop repeating
thoughts or impulses will cause personal a name, phrase, or activity
harm or harm to a loved one
• Preoccupation with losing or throwing • Touching and arranging
away objects with little or no value
• Distasteful religious and sexual • Hoarding – Difficulty discarding
thoughts or images useless items such as old newspapers
or magazines, bottle caps, or rubber
bands
• Mental rituals – Endless reviewing of
conversations, counting, or praying to
neutralize obsessions
Table 3.5 Common Obsessions and Compulsions
Common Obstacles to Effective Treatment

Studies show that it takes an average of 14 to 17 years from the time OCD begins
for people to obtain appropriate treatment. However, even with the available
interventions, failure to cope with the treatment occurs due to the following:
a. Some people choose to hide their symptoms, often in fear of embarrassment or
stigma.
b. There was less public awareness of OCD, so many people were unaware that
their symptoms represented an illness that could be treated.
c. Lack of proper training by some health professionals often leads to the wrong
diagnosis.
d. Difficulty finding local therapists who can effectively treat OCD.
e. Not being able to afford proper treatment.
E. BIPOLAR DISORDER
Definition
Bipolar disorder is a chronic or episodic (which means occurring occasionally and
at irregular intervals) mental disorder. It can cause unusual, often extreme and
fluctuating changes in mood, energy, activity, and concentration or focus. Bipolar
disorder sometimes is called manic-depressive disorder or manic depression, which
are older terms.
Symptoms of Bipolar Disorder
Symptoms vary depending upon its intensity and severity. An individual with
bipolar disorder may have manic episodes, depressive episodes, or “mixed”
episodes.
Symptoms of a Manic Episode Symptoms of a Depressive Episode
 Feeling very up, high, elated, or  Feeling very down or sad, or anxious
extremely irritable or touchy  Feeling slowed down or restless
 Feeling jumpy or wired, more  Trouble concentrating or making
active than usual decisions
 Racing thoughts  Trouble falling asleep, waking up too
 Decreased need for sleep early, or sleeping too much
 Talking fast about a lot of  Talking very slowly, feeling like you have
different things (“flight of ideas”) nothing to say, or forgetting a lot
 Lack of interest in almost all activities
 Unable to do even simple things

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 Excessive appetite for food,  Feeling hopeless or worthless, or

drinking, sex, or other thinking about death or suicide
pleasurable activities
 Thinking you can do a lot of
things at once without getting
tired
 Feeling like you are unusually
important, talented, or powerful
Table 3.6 Symptoms of Bipolar Disorder
Types of Bipolar Disorder

All the identified types inhibit clear changes in mood, energy, and activity levels.
These range from periods of extremely “up,” elated, and energized behavior or
increased activity levels (manic episodes) to very sad, “down,” hopeless, or low
activity level periods (depressive episodes). People with bipolar disorder also may
have a normal (euthymic) mood alternating with depression. Four or more episodes
of mania or depression in a year are termed “rapid cycling.”
 Bipolar I Disorder consists of manic episodes that last for seven days (most of
the day, nearly every day) or when manic symptoms reach severity that hospital
care is needed. Usually, separate depressive episodes occur as well, and lasts
for two weeks. Episodes of mood disturbance with mixed features (having
depression and manic symptoms at the same time) are also possible.
 Bipolar II Disorder is characterized by a pattern of depressive episodes and
hypomanic episodes, but not the full-blown manic episodes.
 Cyclothymic Disorder (also called cyclothymia) is characterized by persistent
hypomanic and depressive symptoms that are not intense or do not last long to
qualify as hypomanic or depressive episodes. The symptoms usually occur for
at least two years in adults and for one year in children and teenagers.
 Other Specified and Unspecified Bipolar and Related Disorders is a category
that refers to bipolar disorder symptoms that do not match any of the
recognized categories.
Conditions That Can Co-Occur with Bipolar Disorder
Many people with bipolar disorder also may have other mental health disorders or
conditions such as:
 Psychosis. Sometimes people who have severe episodes of mania or depression
also have psychotic symptoms, such as hallucinations or delusions. The
psychotic symptoms tend to match the person’s extreme mood.
For example:
● Someone having psychotic symptoms during a manic episode may falsely
believe that he or she is famous, has a lot of money, or has special powers.
● Someone having psychotic symptoms during a depressive episode may believe
he or she is financially ruined and penniless or has committed a crime.
 Anxiety Disorders and Attention-Deficit/Hyperactivity Disorder (ADHD).

Anxiety disorders and ADHD often are diagnosed in people with bipolar
disorder.
 Misuse of Drugs or Alcohol. People with bipolar disorder are more prone to
misusing drugs or alcohol.
 Eating Disorders. People with bipolar disorder occasionally may have an eating
disorder, such as binge eating or bulimia.
As mentioned, bipolar disorder can be misdiagnosed as other form of illness or

condition. It is then important for family intervention and involvement for the
early diagnosis of such condition.

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Causes of Bipolar Disorder
Genes
Bipolar disorder runs in families, and research suggests that this is common by
heredity—people with certain genes are more likely to develop bipolar disorder than
others. Many genes are involved, and no one gene can cause the disorder. But genes
are not the only factor. Some studies of identical twins have found that even when one
twin develops bipolar disorder, the other twin may not. Although people with a parent
or sibling with bipolar disorder are more likely to develop the disorder themselves,
most people with a family history of bipolar disorder will not develop the illness.
Brain Structure and Function

Researchers are learning that the brain structure and function of people with bipolar
disorder may be different from the brain structure and function of people who do not
have bipolar disorder or other psychiatric disorders. Learning about the nature of
these brain changes helps doctors understand the disorder may lead to predict which
types of treatment appropriately work for a person with bipolar disorder. At this time,
diagnosis is based on symptoms rather than brain imaging or other diagnostic tests.
Treatments for Bipolar Disorder
Medications
The most common types of medications that doctors prescribe include mood stabilizers
and atypical antipsychotics.
 Mood stabilizers such as lithium can help prevent mood episodes or reduce their
severity when they occur. Lithium also decreases the risk for suicide.
 Additional medications that target sleep or anxiety are sometimes added to
mood stabilizers as part of a treatment plan.
Talk with your doctor or a pharmacist to understand the risks and benefits of each
medication. Report any concerns about side effects to your doctor right away. Avoid
stopping medication without talking to your doctor first.
Psychotherapy
Psychotherapy (aka “talk therapy”) is a term for a variety of treatment techniques that
aim to help a person identify and change troubling emotions, thoughts, and behaviors.
Psychotherapy is used in combination with medications; some types of psychotherapy
(e.g., interpersonal, social rhythm therapy) can be an effective treatment for bipolar
disorder when coupled with medications.
Other Treatments
Some people may find other treatments helpful in managing their bipolar symptoms,
including:
 Electroconvulsive therapy is a brain stimulation procedure which help people
get relief from severe symptoms of bipolar disorder. This therapy is used when a
patient’s illness has not improved after other treatments (like when intervened
with medication or psychotherapy), or in cases where rapid response is needed,
such as suicide risk and catatonia (a state of unresponsiveness).
 Regular vigorous exercise, such as jogging, swimming, or bicycling, helps with
depression and anxiety, promotes better sleep, and is healthy for your heart and
brain. Check with your doctor before you start a new exercise regimen.
 Keeping a life chart, which records daily mood symptoms, treatments, sleep
patterns, and life events, can help people and their doctors track and treat
bipolar disorder.
Coping with Bipolar Disorder

 Get treatment and stick with it—recovery takes time and it’s not easy. But
treatment is the best way to start feeling better.
 Keep medical and therapy appointments and talk with the provider about
treatment options.
 Take all medicines as directed.
 Structure activities: keep a routine for eating and sleeping, and make sure to get
enough sleep and exercise.

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 Learn to recognize your mood swings.

 Ask for help when trying to stick with your treatment.
 Be patient; improvement takes time. Social support helps.
Bear in mind that bipolar disorder is a lifelong illness, but long-term, ongoing
treatment can help prevent symptoms and enable you to live a healthy life.
Learners with Chronic Illness

Ensuring the health and safety of children and students will help them attain self-
esteem in handling their school requirements and is vital in the promotion of their
well-being. It is then essential to include and maintain partnership among families,
school officials, and the community.
A. ASTHMA
It is a common chronic (long-term) lung disease which can make it hard to breath.
It is characterized by having extra sensitive airways, which when triggered can
tighten up, become swollen, produce extra mucus, and make it hard to breath.
B. DIABETES
This chronic illness leads the pancreas not to produce enough insulin, or the body
does not properly use the insulin it makes. Insulin is a hormone which helps the
body control the level of glucose (sugar) in the blood.
C. EPILEPSY
It results from sudden bursts of hyperactivity in the brain; this causes seizures
which vary in form, strength, and frequency, depending on where in the brain
abnormal activity occur.
D. ALLERGY/ ANAPHYLAXIS
This is a serious allergic reaction that can be life threatening; it requires avoidance
strategies and immediate response in the event of an emergency.
Guidance for Families, Schools, and Students in Dealing with Chronic Illness
Family’s Responsibilities
 Notify the school of the student’s health management needs and diagnosis when
appropriate. Notify schools as early as possible and whenever the student’s health
needs change.
 Provide a written description of the student’s health needs at school, including
authorizations for medication administration and emergency treatment, signed by
the student’s health care provider.
 Participate in the development of a school plan to implement the student’s health
needs:
 Meet with the school team to develop a plan to accommodate the student’s
needs in all school settings.
 Authorize appropriate exchange of information between school health program
staff and the student’s personal health care providers.
 Communicate significant changes in the student’s needs or health status
promptly to appropriate school staff.
 Provide an adequate supply of student’s medication, in pharmacy-labeled
containers, and other supplies to the designated school staff, and replace
medications and supplies as needed. This supply should remain at school.
 Provide the school a means of contacting you or another responsible person at all
times in case of an emergency or medical problem.
 Educate the student to develop age-appropriate self-care skills.
 Promote good general health, personal care, nutrition, and physical activity.
School’s Responsibilities
 Identify students with chronic conditions and review their health records as
submitted by families and health care providers.

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 Arrange a meeting to discuss health accommodations and educational aids and

services that the student may need.
 Provide nondiscriminatory opportunities to students with disabilities.
 Clarify the roles and obligations of specific school staff and provide education and
communication systems necessary to ensure that students’ health and educational
needs are met in a safe and coordinated manner.
 Implement strategies that reduce disruption in the student’s school activities,
including physical education, recess, offsite events, extracurricular activities, and
field trips.
 Communicate with families regularly and as authorized with the student’s health
care providers.
 Ensure that the student receives prescribed medications in a safe, reliable, and
effective manner and has access to needed medication at all times during the
school day and at schoolrelated activities.
 Be prepared to handle health needs and emergencies and to ensure that there is a
staff member available who is properly trained to administer medications or other
immediate care during the school day and at all school-related activities, regardless
of time or location.
 Ensure that all staff who interact with the student on a regular basis receive
appropriate guidance and training on routine needs, precautions, and emergency
actions.
 Provide appropriate health education to students and staff.
 Provide a safe and healthy school environment.
 Ensure that case management is provided as needed.
 Ensure proper record keeping, including appropriate measures to both protect
confidentiality and to share information.
 Promote a supportive learning environment that views students with chronic
illnesses the same as other students except to respond to health needs.
 Promote good general health, personal care, nutrition, and physical activity.
Student’s Responsibilities
 Notify an adult about concerns and needs in managing his or her symptoms or the
school environment.
 Participate in the care and management of his or her health as appropriate to his or
her developmental level.
A child’s development isn’t confined on the child’s own pace of attaining progress. It
is a consensus effort from the child and his or her immediate environment. The
amount of affection, guidance, or help from the immediate environment of a child
creates an avenue for better wellbeing and self-actualization.
Learners in Difficult Circumstances

A. LIVING IN REMOTE PLACES
Far-flung areas where learner diversity seeks rescue are classified under learners in
difficult circumstances. With the scarcity of resources, lack of accessibility to new
trends and technology, and even the inability to give appropriate interventions for
teachers’ retooling and updating of their prior knowledge to match the needs and
demands of children, quality and appropriate learning opportunity is put to test.
Remote Learning Policies

 Partial and ongoing school closures mean that remote learning will continue
to be an essential education platform for the foreseeable future.
 Policies must focus on modernizing both the infrastructure and delivery
methods used by education systems and producing accessible, safe and
secure remote learning resources based on the national curriculum.
 Digital and broadcast remote learning policies must address the needs of all
households and accommodate situations where children do not have the
necessary technological assets at home.
 Remote learning programs need to reach students, but students must
access, use and learn the material.

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 Policies that provide remote learning opportunities at the pre-primary level

are vital.
 There is a need to address the social and gender norms that prevent children
— especially girls — from using computers and online learning to their
maximum potential.
 Further investments and innovation are needed to ensure the quality of
remote learning and provide real-time monitoring of education outcomes,
including formative learning assessments.
 Democratizing safe access to remote learning for all children and young
people is key to providing quality education during the pandemic and
beyond.
B. VICTIMS OF WAR
Children who were caught off-guard in times of war, were not merely victims but
also prisoners. With the said circumstance, the cost of living, the quality of
learning, and all other forms of freedom remains on hold. The opportunity to attend
to schooling, as one of the most valuable means to secure a better living, becomes
challenging on this kind of crisis.
To reintegrate the children touched by war and armed conflicts, we must consider
general rehabilitation and then with a special rehabilitation according to needs of
the children. Th following should be considered:
 Begin with psychosocial help to restore the psychological and social
development of children and to mitigate the harmful effects of wars. We
noted that the contents of psychosocial assistance for the children of war
depend primarily on their particular need, their cultures and their traditions.
 It is also significant to put premium on the capacity of children to find in
them and to overcome difficult conditions after war. We can use models of
creative therapies.
For example, the call to cultural media such as arts of interpretation and
visual arts as well as the account, the creative word can decrease the
psychological problems of the children touched by war.
 Bearing and developing the essence of resilience and hope. Th coping
mechanism of a child should be guided accordingly as they try to dwell with
the life challenges.
The following key recommendations, contained in the Machel Study 10-Year

Strategic Review, serve as future guidelines to protect children and youth in
situations of war:
 Securing universal compliance with international norms and standards
— The international community should strive for universal adherence to
international standards, including the Optional Protocol to the Convention
on the Rights of the Child on the involvement of children in armed conflict,
that protect children from the adverse effects of war.
 End impunity for violations against children — Member States must
ensure systematic and timely investigation and prosecution of crimes against
children and youth in the context of armed conflict and aid victims.
 Strengthening the monitoring and reporting mechanism — Member
States, United Nations entities and non-governmental organizations must
continue to enhance the existing common framework to timely collect
information on violations against children and youth.
 Promote justice for children — Member States need to uphold
international standards on juvenile justice with detention used only as a last
resort and a guarantee that detained juveniles be separated from detained
adults.
 Support inclusive reintegration strategies — Stakeholders should ensure
that release and reintegration strategies are in line with the Paris
Commitments and Principles. Strategies should ensure long-term
sustainability and community-based approaches, with emphasis on
education and employment.

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 Integrate children’s rights in peacemaking, peacebuilding and

preventive actions — All peacemaking and peacebuilding processes should
be child-sensitive, including specific provisions in peace agreements.
 Increase the participation of and support for children and youth — The
participation of children and youth in the child rights agenda is one of the
key recommendations in the Machel Study 10-Year Strategic Review.
C. PRODUCTS OF BROKEN FAMILY

Family is the basic unit of society. This is the most essential component of a
country. A home is that where a family lives. No one wants to lose the secure feeling
that a family provides. No matter how ideal a family in the terms of their
relationship, there are still hardships and misunderstandings that will come along
the way. It is just part of any relationship anyway. But, the sad part is that when
one of the family members gave up and the others have no choice but to accept and
let go. Thus, the family starts to be broken. A broken home can disrupt and confuse
a child’s world. Broken family is a major problem of society that should be given
enough attention this paper seeks to explore the ways and means through which a
positive relation in a family could be established (Saikai, 2017).
Causes of Broken Family
1. Parents’ divorce
2. Death
3. Misconception between family members
4. Unconditional administration
5. Parental or friends’ influence
How to overcome from the problems of broken family

1. Re-marriage
2. Coping with the conflict
3. Forgiveness in the family
4. Going on with the matter
5. Keeping family relationship unchanged
(a) Having family day once a week
(b) Praying on family day
(c) Engage teens in the planning process
(d) Find something to do together
The members of family are the child’s immediate environment and are the most
significant people during their development. The kind of family in which children
live with has an impact as to their development by determining the kind of
relationship they share with different family members. Home provides children with
feelings of security and stability. These are essential for personal and social
adjustment. Anything that interferes with these feelings can be regarded as
hazardous for children. Hazardous relationships involve all family members, and
the possibility of a broken home becomes greater. It is then important to keep the
family going and save it from any means of separation.
D. STREET CHILDREN/ CHILDREN FROM IMPOVERISHED FAMILY

As a leading child rights NGO, the Consortium for Street Children lobbies for the
following with regards to street children and basic education:
 Access for all – including the most marginalized and socially excluded, such as
street-associated children. It involves the versatility of street educators reaching
out to street children within their own environments on the streets, in parks or
other public places.
 Quality – although street children’s education projects are non-formal does not
mean that they are inferior or of bad quality. Non-formal education projects,
with the help of the government, can be of high quality and need to be
recognized and accredited by Government.
 Appropriate – education needs to be relevant and appropriate to the needs of
street children, both in terms of content and teaching methodology. For
example, in addition to basic literacy and numeracy, education for street

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children needs to be creative, incorporating in its curriculum peer education,

mentoring and life skills (basic hygiene, self-confidence, analytical and problem-
solving skills, conflict resolution, communication and trauma therapy).
If education for street-associated children is accessible, of high quality and

appropriate to their needs, it will equip them with better living opportunity and the
benefit of building their own bright future.
E. VICTIMS OF ABUSE
Children will always be children. Their vulnerability to the outside world has been
subjected to studies showing the rate of abuse on young children. These abuses
which come in many forms, have hampered the growth and development of a child.
Further, it disturbs the sanity of their childhood which intervenes their physical,
mental, emotional, psychological, social, and other related concerns.
What is child abuse?

Child abuse, according to OVC, is generally defined as any act or conduct that
endangers or impairs a child’s physical or emotional health or development. Child
abuse includes any damage done to a child that cannot be reasonably explained
and is often represented by an injury or series of injuries appearing to be
intentional or deliberate in nature. Child abuse includes physical abuse, sexual
abuse, emotional abuse, and neglect (which is the failure to provide a minimum
standard of care for a child’s physical and emotional needs).
Case Management
Case management is a procedure to plan, seek, and monitor services from different
social agencies and staff on behalf of a client. Usually, one agency takes primary
responsibility for the client and assigns a case manager who coordinates services,
advocates for the client, sometimes controls resources and purchases services for the
client (Barker 2003).
The following approaches are hereby adopted in the management of cases of child
abuse, neglect, and exploitation:
 Holistic care - to ensure full or optimum development of the child: physical,

social, emotional, cognitive, and spiritual development;
 Rights-based and life-cycle approach - to ensure that the rights of the child
are upheld throughout the different stages of the child’s growth and
development. Ensure the participation of the child in all processes;
 Family and community-based approaches - recognize that families and
communities are the first line of response in dealing with problems of children
thus interventions should strengthen the capabilities of families and
communities to care for them;
 Gender-sensitive approach – the ability to recognize that girls and women’s
perceptions, experiences and interests may be different from those of boys and
men, arising from an understanding of their different social position and gender
roles. The provision of gender-sensitive services to abused children necessarily
includes rights-based approach, i.e. responding to victims’ peculiar needs at all
times and in all stages, affording them respect, and promoting dignity as their
inherent right; and
 Multi-disciplinary approach - recognizes that children, particularly those in
need of special protection, need access to an array of services due to the multi-
faceted nature of their needs. Many agencies and professionals need to work
together with mutual responsibilities and joint accountability for managing
different aspects of helping a child within the context of the family, community,
and society.
The management of child abuse cases is multi-sectoral (national and local government
agencies, non-government and faith-based organizations, civic and private sectors) and
multi-disciplinary (police, prosecutor, judge, lawyer, social worker, medical doctor,
psychiatrist, psychologist, barangay officials, among others) working together as a

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team to provide appropriate protection, legal and social services to the child victims of
abuse, neglect, and exploitation. Helping these victims cope up and start anew is
basically the best response to this concern.
UPSHOT
Learners with special and inclusive needs vary their identity based
from the underlying circumstance and uncertainties. Understanding
where they are coming from helps them feel being respected and
accepted. This is not solely their battle, but a concensus between
them, their immediate family, peers, the school, and the community.
My Reflections / My Insights
Define your own role in dealing with the varied typology of learners.
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REFERENCES
by Jansheski from https://www.cerebralpalsyguidance.com
Characteristics of Children with Special Needs https://www.doe.virginia.gov
NASET. Characteristics of Children with Learning Disabilities. Retrieved from

https://www.naset.org on February 11, 2021.
Special Education—Department of Education from https://www.education.gov
Wilson, HE (2009). How to Meet the Needs of Talented Artists in Elementary School—
ERIC. Retrieved from https://files.eric.ed.gov on March 16, 2021
Teacher Press, OCPS. Talented—Visual Arts/Characteristics. Retrieved from
https://www.cpsb.org on March 16, 2021
Johnsen, Susan K. (2009). Definitions, Models, and Characteristics of Gifted Students.

Retrieved from http://people.uncw.edu on March 16, 2021
VBCPS Office of Gifted Education and Curriculum Development (2012).

Characteristics of Gifted Learners—Hampton City Schools. Retrieved from
http://www.hampton.k12.va.us on March 7, 2021
Wisconsin Music Educators Association. Music Identification Handbook. Retrieved

from https://www.maine.gov>files on March 17, 2021
Sage. An Introduction to the Performing Arts. Retrieved from https://uk.sagepub.com
on March 11, 2021
IMMA. Resource What is Performance Art. Retrieved from https://imma.ie on March

11, 2021

Cabarroguis Campus
SOE CAN (2012). PERFORMING ARTS PROGRAM-Hewlett Foundation. Retrieved from

https://hewlett.org on March 11, 2021
Lind, Linda. EMOTIONAL & BEHAVIORAL DISORDERS. Retrieved from
www.extension.iastate.edu on March 16, 2021
Retrieved from www.academia.edu on March 16, 2021

James. Emotional or Behavioral Disorders. Retrieved from www.lynchburg.edu on
March 16, 2021
Center for Integrated Healthcare (2013). Panic attacks. Retrieved from

www.mirecc.va.gov on March 16, 2021
Anxiety and Panic Attacks. Retrieved from www.mind.org.uk on March 16, 2021
WHO. Depression. Retrieved from www.who.int on March 16, 2021

The Anxiety and Depression Association of America (ADAA). Depression. Retrieved
from adaa.org/sites/default/files/Depression on March 16, 2021
International OCD Foundation. What You Need to Know about Obsessive Compulsive
Disorder. Retrieved from iocdf.org on March 16, 2021.
Brown. Obsessive-Compulsive Disorder (DSM-IV-TR #300.3). Retrieved from

www.brown.edu on March 16, 2021
The Anxiety and Depression Association of America (ADAA). Obsessive-Compulsive
Disorder. Retrieved from adaa.org on March 16, 2021
National Institute of Mental Health (2018). Bipolar Disorder. Retrieved from

www.nimh.nih.gov on March 16, 2021
CAMH Bipolar Clinic Staff (2014). Bipolar disorder An information guide. Retrieved
from www.camh.ca on March 16, 2021
National Center for Chronic Disease Prevention and Health Promotion (2017).
Research Brief: Chronic Health Conditions and Academic Achievement.
Retrieved from www.cdc.gov/healthyschools/chronic_conditions on March 16,
2021
NHLBI. Students With Chronic Illnesses: Guidance for Families, Schools, and
Students. Retrieved from www.nhlbi.nih.gov on March 16, 2021
UNICEF (2013). Children with Disabilities. Retrieved from www.unicef.org on March
16, 2021
UNESCO (1989). Improving Learning Opportunities for Street Children. Retrieved from
files.eric.ed.gov on March 16, 2021
Consortium for Street Children. The Facts about Street Children. Retrieved from
www.streetchildren.org on March 16, 2021
OECD. Supporting Success for Indigenous Students. Retrieved from www.oecd.org on
March 16, 2021
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www.un.org on March 16, 2021
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Closures? Retrieved from www.unicef.org/brazil/media/10006/file/remote-
learning-factsheet.pdf on April 26, 2021

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QUIRINO STATE UNIVERSITY

MODULE 3: Typology of Learners with Special Needs

Overview of the Lesson

Learners with Intellectual Disability

51 | P a g e Foundation of Inclusive and Special Education

52 | P a g e Foundation of Inclusive and Special Education

Comparison and Contrast

CEREBRAL PALSY TRISOMY 21

Learners with Learning Disability

The American Academy of Special Education Professionals’ Educator’s Diagnostic

• Dyslexia without Dysgraphia (Pure Dyslexia). Its occurrence highlights problems

53 | P a g e Foundation of Inclusive and Special Education

• Dysnemkinesia Dyslexia. Characterized by minimal dysfunction on the motor

54 | P a g e Foundation of Inclusive and Special Education

55 | P a g e Foundation of Inclusive and Special Education

• Mathematical Estimation Disorder. Children have an impaired sense of number

Learners with Physical Disability

56 | P a g e Foundation of Inclusive and Special Education

Learners who are Gifted and Talented

Figure 3.2 Comparison on the Talented and the Gifted

57 | P a g e Foundation of Inclusive and Special Education

Assist in identification and

Figure 3.3 Role of Parents on Gifted Children’s Development

Characteristics Concomitant Problems

58 | P a g e Foundation of Inclusive and Special Education

The stated behaviors, when being demonstrated by students, may be perceived as

Characteristic Learning Need

 Show fluency of imagination and expression—one idea leads to another.

Table 3.3 Characteristics of the Talented Art Student

59 | P a g e Foundation of Inclusive and Special Education

Domains of Artistic Talent

Domain Characteristics Curricular Options

60 | P a g e Foundation of Inclusive and Special Education

Categories of criteria indicative of musical talent:

Figure 3. Flow Chart for Identification of Gifted Students in Music

61 | P a g e Foundation of Inclusive and Special Education

Researchers have consistently identified characteristics of intellectually gifted as

The abovementioned vignettes are characterization of the different components of

Lifted from https://uk.sagepub.com, it unveils that popular culture has played a

 PERFORMANCE ART is a form of arts practice where a person or persons

62 | P a g e Foundation of Inclusive and Special Education

material on which Performance Art is based; Other conceptual components are

Learners with Socio-Emotional Disorder

Working with Children/Youth with Emotional and/or Behavioral Disorders

63 | P a g e Foundation of Inclusive and Special Education

 Allow the child/youth to make choices.

Figure 3.5 Structure of Social and Emotional Skills by OECD

64 | P a g e Foundation of Inclusive and Special Education

Anxiety as a Mental Health Problem

65 | P a g e Foundation of Inclusive and Special Education

D. OBSESSIVE COMPULSIVE DISORDER

66 | P a g e Foundation of Inclusive and Special Education

Common Obsessions and Compulsions

Common Obstacles to Effective Treatment

67 | P a g e Foundation of Inclusive and Special Education

 Excessive appetite for food,  Feeling hopeless or worthless, or

Table 3.6 Symptoms of Bipolar Disorder

Types of Bipolar Disorder