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TYPOLOGY OF LEARNERS WITH SPECIAL NEEDS
MODULE OVERVIEW

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. distinguish the different types, identifications, etiologies, causes, characteristics of learners

who have special needs;
2. describe the different types and levels/degrees, etiologies, causes, and characteristics of these
learners;
3. demonstrate understanding of the special educational needs of learners in difficult
circumstances including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor practices; and
4. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous
groups.

CATEGORIES OF SPECIAL NEEDS

A. Physical Needs

Physical disability may have an impact on some or all activities to a greater or lesser extent. Students
with physical disabilities may have problems related to movement, posture (e.g., sitting, standing),
grasping or manipulating objects, communication, eating, perception, reflex movements, and/or
automatic motricity (e.g., sphincter, intestinal muscles).

The initial barrier experienced by many students with physical disabilities is physically accessing the
learning environment itself. For many students with physical disabilities the inaccessibility of
buildings and surrounding areas is a problem.

Students with physical disabilities and neurological conditions may also have perceptual difficulties
that can take various forms. Some students have difficulty actually receiving information by hearing
or sight, while others can see or hear, but cannot process the information they receive. This can cause
difficulties with reading and writing, such as locating the correct place on the page, or moving from
left to right when reading and writing.

Students with a neurological condition, and who may also have a physical disability, may have speech
and language difficulties, along with students who are deaf, or who have partial hearing, may have
difficulty communicating through speech. People with communication difficulties are often thought to

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be far less able than they really are. It is important to avoid making quick judgments about these
students to ensure that automatic assumptions are not being made concerning a student’s intelligence
and ability if their speech is very slow, slurred, or if they are non-verbal. The potential of these students
often goes unrecognized. Berry and Domene (2015) observed that students with physical disabilities
report that support from postsecondary faculty and staff along with environmental and material
supports to be important for achieving success in their postsecondary studies.

Allergies and asthma: Allergies are common and often come from environmental factors, like pollen
count or food sensitivities. Acute allergies may produce a hypersensitive reaction known as
anaphylaxis.

Asthma is a condition where the airways become inflamed, swelling, constricting and producing
excess mucus, making breathing difficult. Inhalers and oral steroids can help manage varying
intensities of asthma.

Limb differences: Someone may be born with a differently developed limb or they may lose a limb
later in life, and both require adapting to the world around them. An individual without arms may learn
to do more with their legs and feet. Someone who loses mobility in their legs may find more
independence in an efficient prosthesis.

Juvenile and chronic arthritis. This condition is much more unbearable during periods of time
known as “flare-ups,” where the patient experiences a great deal of joint inflammation and pain,
accompanied by a loss of strength, endurance and stamina. A child may outgrow juvenile arthritis, but
chronic arthritis throughout life can be managed with countless methods, including home care,
massage, exercise, steroids and other medications or surgery.

Multiple sclerosis: In this disease, the immune system eats away at the protective covering of the
nerves, disrupting communication between the brain and the body. Symptoms of MS include vision
loss, pain, fatigue and impaired coordination. Physical therapy and medication can help with symptoms
and slow progression.

Cerebral palsy: CP is a permanent disorder resulting from brain injuries that occur during fetal
development, birth or shortly thereafter. With CP, motor skills are disrupted, and the individual
sometimes experiences paralysis or seizures. Gait and posture can worsen over time if not properly
managed. It cannot be cured, but with the right education and treatment, a person with CP can live a
full life.

Epilepsy: Those with epilepsy have a tendency to have recurring seizures. Seizures are caused by a
sudden burst of electrical brain activity and thus cause a temporary disruption in the messages passing
between brain cells. Affecting people of all ages, epilepsy is largely unpredictable but can be managed
by a range of therapies, from medication to a service animal.

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Common Characteristics of a Commonly Suggested Accommodations/Classroom
Student with Physical Disabilities Adaptations

Has unique needs in terms of physical

Create a physically accessible environment that is not
space or has difficulty using
mobility-limited.
chairs/tables in the classroom/lab.

Be flexible with the schedule. Students may arrive late or

Student needs specialized
have to leave before the class is over due to adapted
transportation.
transportation services.

Replace written exams or assignments with an oral exam

or presentation.
Is often physically unable to hold a
Use of note takers.
pen and write for extended periods of
Use of assistive technology (e.g., computer, assistive
time or may experience challenges 5
software, mini recorder, etc.).
with input, output, and information
Use of a scribe or speech-to-text software to record
processing when working on
answers on tests/exams.
assignments, tests, and/or exams.
Provide a room other than the classroom for exams if
required.

Student has difficulty finishing

Extra time for tests/exams and perhaps some components
assignments and/or tests in allotted
of coursework.
time.

When speaking to a person who uses a wheelchair for a

Experiences fatigue and limited long period of time, avoid the need for them to strain in
mobility when speaking to a person order to look up at you by sitting beside or leaning toward
for a long period of time. them during the conversation, in order for them to avoid
experiencing fatigue and/or pain.

Provide digital copies of texts. (It is very important to

Requires extra time to obtain formats provide students with a complete list of reference
compatible with assistive technology. documents as early as possible or prior to the start of the
semester).

Feels excluded during group exercises

Make sure that the person is always included with others
or has difficulty moving around the
when forming groups.
classroom.

To reduce fatigue of students with physical disability, it

may be helpful to limit the number of exams on a given
Expends a great deal of energy to
day or week. Extra time should be planned for oral reports
complete daily tasks.
on occasion if the person has diction problems.
Perhaps suggest a reduced course load.

Experiences challenges with daily Ensure all off-site activities are accessible or provide
living activities and mobility. alternative assignment options.
Individuals with a motor disability sometimes use a

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Common Characteristics of
Student with Physical Disabilities
a Commonly Suggested Accommodations/Classroom
Adaptations
service animal, which is usually trained to respond to
unique commands. (It is preferable to ask permission
before you pet the service animal).

B. Developmental Needs

Developmental disabilities are a group of conditions due to an impairment in physical, learning,

language, or behavior areas. These conditions begin during the developmental period, may impact day-
to-day functioning, and usually last throughout a person’s lifetime.

Delays in development are typically apparent very early in life, but some aren’t obvious until a person
reaches a certain level in their education. Early intervention is key for managing a developmental
special need.

Down syndrome: - presence of an extra chromosome in a person’s DNA - visual or auditory problems,
thyroid disease, decreased muscle tone or cardiac conditions - early intervention is available, as
children with Down syndrome will experience delays in mobility and educational development.

Autism spectrum disorder: - verbal and nonverbal communication can be affected, evident before
age 3. - repetitive activities and resistance to change in routines. Autism may also fall under sensory-
impaired special needs.

Autism spectrum disorder is characterized by persistent deficits in social communication and social
interaction across multiple contexts, including deficits in social reciprocity, nonverbal communicative
behaviors used for social interaction, and skills in developing, maintaining, and understanding
relationships. In addition to the social communication deficits, the diagnosis of autism spectrum
disorder requires the presence of restricted, repetitive patterns of behavior, interests, or activities.

Diagnostic Criteria

A. Persistent deficits in social communication and social interaction across multiple contexts, as
manifested by the following, currently or by history (examples are illustrative, not exhaustive;
see text):

1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and
failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or
affect; to failure to initiate or respond to social interactions. 


2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example,
from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact
and body language or deficits in understanding and use of gestures: to a total lack of facial
expressions and nonverbal communication. 


3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from

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difficulties adjusting behavior to suit various social contexts; to difficulties in sharing
imaginative play or in making friends; to absence of interest in peers. 


B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of

the following, currently or by history (examples are illustrative, not exhaustive; see text):

1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor
stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases). 


2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal

behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking
patterns, greeting rituals, need to take same route or eat same food every day). 


3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to
or preoccupation with unusual objects, excessively circumscribed or perseverative interests). 


4. Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment
(e.g., apparent indifference to pain/temperature, adverse response to specific sounds or
textures, excessive smelling or touching of objects, visual fascination with lights or
movement). 


C. Symptoms must be present in the early developmental period (but may not become fully manifest
until social demands exceed limited capacities, or may be masked by learned strategies in later life).

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas
of current functioning.

Dyslexia: - alters the way the brain processes the written word - have difficulty reading, writing and
spelling. - Treatment for dyslexia is more successful when started at a young age, rather than waiting
until middle or high school to address.

Dyscalculia - A specific learning disability that affects a person’s ability to understand numbers and
learn math facts.

Dysgraphia - A specific learning disability that affects a person’s handwriting ability and fine motor
skills.

C. Behavioral/Emotional Needs

Dissociation: - lack of connection in someone’s thoughts, memory or sense of identity - resulting in

multiple personality disorders or other dissociative disorders. - mistrust authority and keep secrets,
making it difficult to treat them.

Obsessive compulsive disorder (OCD): - have obsessions or excessive thoughts that lead to
repetitive, compulsive behaviors. - affects people of all ages and results in unwanted, intrusive
thoughts and urges.

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Attention-deficit hyperactivity disorder (ADHD): - a disorder marked by an ongoing pattern of
inattention and/or hyperactivity- impulsivity that interferes with functioning or development.

ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization,

and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task,
seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental
level. Hyperactivity-impulsivity entails over-activity, fidgeting, inability to stay seated, intruding into
other people's activities, and inability to wait—symptoms that are excessive for age or developmental
level. ADHD often persists into adulthood, with resultant impairments of social, academic and
occupational functioning.

Diagnostic Criteria

A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning

or development, as characterized by (1) and/or (2):

1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree
that is inconsistent with developmental level and that negatively impacts directly on social and
academic/occupational activities: Often fails to give close attention to details or makes careless
mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is
inaccurate). 


a. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining
focused during lectures, conversations, or lengthy reading). 

b. Often does not seem to listen when spoken to directly (e.g., mind seems else where, even in
the absence of any obvious distraction). 

c. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties
in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked). 

d. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks;
difficulty keeping materials and belongings in order; messy, disorganized work; has poor time
management; fails to meet deadlines). 

e. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
(e.g., schoolwork or homework; for older adolescents and adults, 
preparing reports,
completing forms, reviewing lengthy papers). 

f. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools,
wallets, keys, paperwork, eyeglasses, mobile telephones). 

g. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include
unrelated thoughts).

h. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents
and adults, returning calls, paying bills, keeping appointments).

2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least
6 months to a degree that is inconsistent with developmental level and that negatively impacts directly
on social and academic/occupational activities: For older adolescents and adults (age 17 and older), at
least five symptoms are required.

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a. Often fidgets with or taps hands or feet or squirms in seat. 

b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place
in the classroom, in the office or other workplace, or in other 
situations that require remaining
in place). 

c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or
adults, may be limited to feeling restless.)
d. Often unable to play or engage in leisure activities quietly. 

e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or un 
comfortable
being still for extended time, as in restaurants, meetings; may be experienced by others as being
restless or difficult to keep up with). 

f. Often talks excessively. 

g. Often blurts out an answer before a question has been completed (e.g., completes people’s
sentences; cannot wait for turn in conversation).
h. Often has difficulty waiting his or her turn (e.g., while waiting in line). 

i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or 
activities; may
start using other people’s things without asking or receiving per mission; for adolescents and
adults, may intrude into or take over what others are doing). 


D. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years. 


E. Several inattentive or hyperactive impulsive symptoms are present in two or more settings (e.g.,
at home, school, or work; with friends or relatives; in other activities). 


F. There is clear evidence that the symptoms interfere with, or reduce the quality of, social,
academic, or occupational functioning. 


G. The symptoms do not occur exclusively during the course of schizophrenia or another
psychotic disorder and are not better explained by another mental disorder (e.g., mood disorder,
anxiety disorder, dissociative disorder, personality disorder, substance intoxication or
withdrawal). 


Eating disorders: - with abnormal eating habits — be they insufficient or excessive — can be
categorized as having an eating disorder. - like anorexia and bulimia, can affect someone’s physical
and emotional health.

D. Sensory-Impaired Special Needs

Sight-impaired: Blindness and loss of sight can be managed and diagnosed by an eye doctor.

Hearing-impaired: Deafness and loss of hearing can affect the way an individual learns and
processes. An ear, nose and throat specialist and assistive technologist can help.

Sensory processing disorder: A person with this disorder has difficulty receiving and responding to
information from the senses: vision, hearing, touch, smell and taste. They may have a heightened or

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lower sensitivity to stimuli like tolerating light, being touched, maintaining eye contact and loud
noises.

Teaching Strategies. How should we teach them?

✓ Provide an outline of what will be taught - highlight key concepts and provide opportunities to
practice new skills and concepts.

✓ Provide reading lists well before the start of a course so that reading can begin early. ✓ Whenever
you are introducing procedures or processes or giving directions, for example in a laboratory or
computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well
as written form.

✓ Students may benefit from using assistive technology.

✓ Use clear, succinct, straightforward language.

✓ Reinforce learning by using real-life examples and environments. 20

✓ Use a variety of teaching methods so that students are not constrained by needing to acquire
information by reading only. Where possible, present material diagrammatically - in lists, flow charts,
concept maps etc.

✓ Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight.

✓ Wherever possible, ensure that key statements and instructions are repeated or highlighted in some
way.

✓ One-to-one tutoring in subjects may be important; this can include peer tutoring.

✓ Students may benefit from having oral rather than written feedback on their written assignments.

✓ It may be helpful for students with intellectual disability to have an individual orientation to
laboratory equipment or computers to minimize anxiety.

TIPS FOR EDUCATORS

✓ Teach empathy
✓ Teach responsibility by encouraging contributions
✓ Teach decision-making and problem-solving skills that reinforce self-discipline
✓ Offer encouragement and positive feedback
✓ Help children learn to deal with mistakes

GIFTED AND TALENTED LEARNERS

✓ They learn more quickly and independently than most students their own age.

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✓ They often have well-developed vocabulary, as well as advanced reading and writing skills.

✓ They are very motivated, especially on tasks that are challenging or difficult.

✓ They hold themselves to higher than usual standards of achievement.

QUALITIES OF THE GIFTED AND TALENTED

Acceleration
•involves either a child’s skipping a grade, or else the teacher’s redesigning the curriculum within a
particular grade or classroom so that more material is covered faster •believes that children who have
skipped a grade usually function well in the higher grade, both academically and socially

Limitations
•skipping grades can not happen repeatedly unless teacher, parents, and the students themselves are
prepared to live with large age and maturity differences within single classrooms
•there is no guarantee that instruction in the new, higher-grade classroom will be any more stimulating
than it was in the former, lower-grade classroom
•redesigning the curriculum is also beneficial to the student, but impractical to do on a widespread
basis; even if teachers had the time to redesign their programs, many non-gifted students would be left
behind as a result.

Enrichment
•involves providing additional or different instruction added on to the usual curriculum goals and
activities.
•instead of moving ahead to more difficult kinds of math programs, the student might work on unusual
logic problems not assigned to the rest of the class.
•exists to help classroom teachers working with gifted students (and save teachers the time and work
of creating enrichment materials themselves).

Limitation
•since enrichment is not part of the normal, officially sanctioned curriculum, however, there is a risk
that it will be perceived as busy work rather than as intellectual stimulation, particularly if the teacher
herself is not familiar with the enrichment material or is otherwise unable to involve herself in the
material fully.

SOCIAL-EMOTIONAL DEVELOPMENT AND LDs

✓Bullying. Being different from their peers can set students up for targeting by bullies.

✓Students with LDs may feel less competent and less confident than their peers and therefore feel
less able and less entitled to stand up for themselves. This may be aggravated by their difficulty
expressing thoughts and feelings.

✓They may have difficulty understanding the verbal or nonverbal communication and the intentions
and expectations of others.

✓They may have difficulty managing their own behaviour and feelings. They may be too loud, hyper,
disruptive, talkative etc. Peers may find this sort of behaviour irritating.

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✓Some students with LDs are ‘too honest’ and are unable to conceal their weaknesses and mistakes,
thus leaving them vulnerable to others.

CHRONIC HEALTH CONDITIONS

Common Characteristics of a Student with Chronic Health Conditions Commonly Suggested

Accommodations/Classroom Adaptations

ü Student has difficulty taking notes due to fatigue, hand stiffness, or lack of concentration.
Permit the use of assistive technology (e.g., computer, digital voice recorder).
ü Student experiences lack of concentration, ‘memory fog,’ severe pain, physical limitation,
frequent absences, or other physical symptoms. Provide the support of a tutor Allow extra time
for assignments, tests and examinations.
ü Student experiences physical symptoms that require immediate or frequent interventions such
as going to the washroom, getting a drink, or moving to relieve stiffness or pain. Allow breaks
during classes to go to the washroom, drink water, and move around. Student is easily fatigued
or exhausted. Limit or space exams to avoid having too many on the same day or during the
same week.
ü Student is easily distracted due to symptoms such as reduced concentration, pain, or other
physical symptoms. Allow exams to be written in a separate room. Student has reduced overall
health and is unable to meet the usual deadlines for assignments, tests, and exams. Allow some
flexibility in course schedules, tests, and exams. Perhaps suggest a reduced course load.

REFERENCES

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