Patricia Kyla Capunpon

LEARNING DISABILITY

It is a disorder in one or more of the basic psychological processes involved in understanding or

in using language, spoken or written, which may manifest itself in an imperfect ability to
listen, think, speak, write, spell or do mathematical calculations.

CAUSES:

- Learning Disability may be congenital (present at birth) or acquired (from the environment)

- Learning disability exists mainly because of a dysfunction in the central nervous system caused
by genetic or physiological factors, malformation and defects in the developing fetus, as well as
medical factors.

- Medical problems at birth, such as premature births, damage to the brain after birth because of
head injuries caused by accidents and illness could contribute to learning disabilities.

- Poverty, under-development, poor living conditions, such as under-nourishment, lack or

overcrowded housing, unemployment, high level of violence, crime, abuse and lack of basic
services may contribute to learning disability.

PROBLEMS, CHALLENGES, AND STRUGGLES

- Children with learning disabilities are usually bullied, based on research there is a reason to
believe that children with LD are at increased victimization of bullying.

- Research studies revealed that although children with learning disabilities do not differ from
their siblings in self - concept and academic self - perception, their parents rated them to have
less social competence and more behavioral problems than their siblings. Findings showed that
children with learning disabilities had a range of effects on their families. These include family
stress, negative reactions from extended family members, difficulty in interacting with the
school, and mixed effects upon siblings.

- Teachers need to be more patient and understanding with LD pupils because sometimes they
compare the kids with dyslexia to normal students.
DYSLEXIA

Is a language-based Learning Disablity characterized by difficulties with decoding (sounding

out) words, fluent word recognition, and/or reading comprehension skills (Handler, 2016).

- Children with dyslexia often develop secondary problems with comprehension, spelling, writing,
and knowledge acquisition.
- The difficulties found in dyslexia are usually caused by a phonological deficit (an auditory
processing problem involving hearing the sounds in speech).
- The phonological deficit leads to difficulty connecting speech sounds to letters, which is a skill
needed to decode the written word.
- Alternatively, dyslexia in some children results from problems with oral language skills, sight
word recognition, processing speed, comprehension, attention, or verbal working memory.
- Dyslexia is the most prevalent and well-recognized of the subtypes of Specific Learning
Disabilities.

DYSCALCULIA

Dyscalculia is such a learning disorder that specifically affects the ability to acquire school-level
arithmetic skills (Prince & Ansari, 2013).

- Poor retrieval of arithmetic facts from memory and the perseverant use of immature calculation
strategies (Hoard, 20050
- The most consistently observed behavioral hallmark of DD is impaired arithmetic fact retrieval
(Mazzocco, Devlin, and McKenny, 2008)
- Do not show the same interference from numerical information when judging wether two
numbers presented in different formats or not (Price & Ansari, 2013).

DYSGRAPHIA

According to Cortiella and Horowitz (2014) the common characteristics include:

- Tight, awkward pencil grip and body position;

- Tiring quickly while writing, and avoiding writing or drawing tasks;
- Trouble forming letter shapes as well as inconsistent spacing between letters or words;
- Difficulty writing or drawing on a line or within margins;
- Troubles organizing thoughts on paper;
- Trouble keeping tracks of thoughts already writtend down; and/or
- Difficulty with syntax structure and grammar.
DYSPRAXIA

Dyspraxia is defined as a disturbance in the programming and execution of learned, volitional,

purposeful movement, in the presence of normal reflexes, power, tone, coordination and sensation, and
in the absence of visual, auditory, language, attentional and intellectual disturbances (Miller, 2015).

• Might be unable to smile, frown or laugh to command;

• May fail on tests of dexterity such as finger-tapping, turning screws, pegboard and strengths of
grip as well as some of the perceptual tasks;
• Disability in carrying out complex sequential motor acts.
Certain errors characterize performance;
• Elements occur in wrong order;
• Sections of sequence are being omitted;
• Two or more elements may be blended together;
• The action remains incomplete;
• Movements may be made in wrong plane or wrong direction; and/or
• Many patients, in their endeavor to rectify what they realize is wrong, may make several runs at
a task before succeeding.

APHASIA

Aphasia means, literally, a complete absence of speech.

Dysphasia (lack of coordination in speech/difficulties with speech) (Jordan & Kaiser, 2013).

- Some asphasic people are unable to make sense of the written word, and therefore cannot read
book, newspapers or letters;
- Finds watching television tiring, so can view for only short periods;
- Activities such as gravel, shopping and using phone are likely to be affected;
- Being severely aphasic may mean being unable to communicate even their most basic needs
MULTIPLE DISABILITY

Multiple disability is a concomitant impairment or having two or more disabilities in the same
person.

According to Center for Parent Information and Resources (2013) people with severe or
multiple disabilities may exhibit a wide range of characteristics, depending on the combination
and severity of disabilities and the person’s age.

SOME CHARACTERISTICS MAY BE:

• PSYCHOLOGICAL

- May feel ostracized

- Has tendency to withdraw from society
- May become fearful, upset or angry

• BEHAVIORAL

- May display an immature behavior

- May have difficulty in forming intrapersonal relationships
- May have limited self-care skills and independent community living skills

• PHYSICAL / HEALTH

- May be physically clumsy and awkward

- Has a difficulty in basic physical mobility
- Need for supporting major life activities

SCREENING/ DIAGNOSIS

➢ HEARING IMPAIREMENT

• Does a child turn towards the source of sound or voice?

• Does he/she have discharge from the ear?
• Does the child have defective speech or really can’t speak?
• Does the child do not understand spoken language?
• Does the child use gestures excessively, while communicating?

➢ VISUAL IMPAIREMENT

• The child does not follow an object moving before his eyes
• The child does not reach for toys and things held in front of him
• One eye moves differently from the other; including squint
• Eyes are either red or have a yellow discharge, or the tears flow continuously
• The child has a tendency to bring pictures, books or toys very close to eyes
 ➢ LOCOMOTORS DISABILITY

• The child is not able to raise both the arms fully without any associated difficulties
• The child is not able to grasp objects
• The child has absence of any part of the limb
• The child has difficulty in walking

➢ CELEBRAL PALSY

• Head unsteady even by 8 months of age

• The child show preference for one side of the body
• The child exhibit unusual posture
• The muscle tone of the body has stiffness or there is pain in moving

EMOTIONAL AND BEHAVIORAL DISORDERS

Refers to a variety of conditions and symptoms that impair learning, social functioning, safety and
behavioral health of children or adolescents.

CHARACTERISTICS OF PERSONS WITH EBD

- Hyperactivity (short attention span, impulsive)

- Aggression or self-injurious behavior (acting out, fighting)
- Withdrawal (not interacting socially with others, excessive fear or anxiety)
- Immaturity (inappropriate crying, temper tantrums, poor coping skills)
- Learning difficulties (academically performing below grade level)
- Children with emotional or behavioral disorders are characterized primarily by behavior that
falls significantly beyond the norms of their cultural and age group on two dimensions:

1. EXTERNALIZING DIMENSION

- exhibits painful shyness or withdrawal

- teased or victimized by peers
- seems to worry excessively
- appears to have low self esteem
- solve problems by disengaging
- panics in many situations and seems to have unfounded fears and phobias
- may be anorexic or bulimic
- tends to be suicidal or have thoughts of death

2. INTERNALIZING DIMENSIONS

- causes or threatens physical harm to people and animals

- ignores directions and reprimands
- is verbally hostile, argumentative
- has tantrums, fits, rages
- damages property and belongings of others
 Diagnostic and Statistical Manual V (DSM V) has divided emotional and behavioral problems into
five (5) main categories which are anxiety disorders, obsessive-compulsive and related disorders,
trauma – and stressor – related disorders, depressive disorders, and somatic symptom and related
disorders (Regie, Kuhl, & Kupfer, 2013).

1. ANXIETY DISORDERS

Each of these anxiety disorders is distinct in some ways, but they all share the same hallmark
features: irrational and excessive fear, apprehensive and tense feelings, and difficulty managing
daily tasks and/or distress related to these tasks (Rector, Bourdeau, Kitchen, & Joseph-Massiah,
2005).

Separation Anxiety Disorder

Selective Mutism
Specific Phobia
Social Anxiety Disorder (Social Phobia)
Panic Disorder
Panic Attack (Specifier)
Agoraphobia
Generalized Anxiety Disorder
Substance /Medication-Induced Anxiety Disorder
Anxiety Disorder Due to Another Medical Condition
Other Specified Anxiety Disorder
Unspecified Anxiety Disorder

2. OBSESSIVE-COMPULSIVE AND RELATED DISORDERS

Peope with obsessive-compulsive and related disorders experience unwanted and intrusive
thoughts (obsessions), which cause them to repeatedly perform ritualistic behaviors and routines
(compulsions) to ease their anxiety (Anxiety Disorders Association of America, n.d.).

Obsessive-Compulsive Disorder
Body Dysmorphic Disorder
Hoarding Disorder
Trichotillomania (Hair-Pulling Disorder)
Excoriation (Skin-Picking) Disorder
Substance/Medication-Induced Obsessive-Compulsive and Related Disorder
Obsessive-Compulsive and Related Disorder Due to Another Medical Condition
Other Specified Obsessive-Compulsive and Related Disorder
Unspecified Obsessive-Compulsive and Related Disorder

3. TRAUMA- AND STRESSOR- RELATED DISORDERS

These conditions arise as a consequence of acute severe stress or continued psychological

trauma. They are unique among emotional and behavioral disorders because they are defined not
only by their symptoms, but also by a specific etiological factor, namely; an exceptionally stressful
life event, or a significant life change leading to continued unpleasant circumstances (Department of
Social Protection, 2010).

Reactive Attachment Disorder

Disinhibited Social Engagement Disorder
Posttraumatic Stress Disorder
Acute Stress Disorder
Adjustment Disorder
Other Specified Trauma- and Stressor- Related Disorder
Unspecified Trauma- and Stressor- Related Disorder

4. DEPRESSIVE DISORDERS

The common features of all of these depressive disorders are the presence of sad, empty, or
irritable mood, accompanied by somatic and cognitive changes that significantly affect the
individual’s capacity to function. What differs among them are issues of duration, timing, or
presumed etiology (Lojko, Suwalska, & Rybakowski, 2014).

Disruptive Mood Dysregulation Disorder

Major Depressive Disorder, Single and Recurrent Episodes
Persistent Depressive Disorder (Dysthymia)
Premenstrual Dysphoric Disorder
Substance/Medication-Induced Depressive Disorder
Depressive Disorder Due to Another Medical Condition
Other Specified Depressive Disorder

5. SOMATIC SYMPTOM AND RELATED DISORDERS

Somatic symptom and related disorders category refer to a spectrum of pyschological

conditions, which primarily manifest with physical symptoms that are associated with abnormal
thoughts, feelings, and behaviors (Bledowski & Levenson, 2015).

Illness Anxiety Disorder

DEAF – BLINDNESS

According to Mark Twain “Kindness is the language which the deaf can hear and the blind can see”

(Kindness is the universal language that is comprehended beyond the boundaries. Everyone
understands and speaks this language. An act of kindness never goes futile. If you are kind to
someone it will reflect in your and his behaviour. Being kind to others instils a positive feeling
and makes this world a better place to live.)

Deaf-Blindness – is the combination of sight and hearing loss that affects a person’s ability to
communicate, to access all kinds of information.

CHARACTERISTICS:
• has difficulty in bonding with caregivers and establishing interpersonal relationships
• feelings of vulnerability, the learner will experience feelings of security when seated
• delayed understanding that are consequences to actions because learners with DEAF-
BLINDNESS are not able to see or hear what happens.

- unusual responses via impact senses/ tactile sensitivity or tactile defensiveness

- an overactive startle response
- difficulty interacting with things in meaningful way
- delayed motor skills and problems in maintaining and restoring balance

DIFFERENT EYE PROBLEMS:

1. CHILDHOOD CATARACTCS – cloudy patches in the lens of the eye that are present from birth
2. AMBLYOPIA / LAZY EYE – the vision in one eye does not develop properly
3. SQUINT /CROSS-EYED – the eyes look in different directions
4. MYOPIA /SHORT SIGHTEDNESS – where distant objects appear blurred, while close objects can
be seen clearly
5. HYPEROPIA / LONG –SIGHTEDNESS – where can see distant objects clearly but nearby objects
are out of focus
6. ASTIGMATISM – the cornea is not perfectly curved
7. COLOR BLINDNESS – also called color vision deficiency, this is difficulty seeing colors or
distinguishing between different colors (mostly common in boys than girls) .

SOME POSSIBLE CAUSES OF HEARING LOSS:

1. GLUE EAR – a build up of fluid in the middle ear, which is common in young children
2. INFECTIONS – that may develop in the womb or at birth such as rubella or cytomegalovirus
3. INHERITED CONDITIONS – such as ostosclerosis which stop the ears or nerves from working
properly
4. DAMAGE to the COCHLEA or AUDITORY NERVES – caused by severe head injury or exposure to
loud voice
5. ILLNESSES such as MENINGITIS AND ENCEPHALITIS – which both involved in swelling in the
brain
BRAIN INJURY

- an acquired injury to the brain due to caused by an external physical force

- a form of brain injury caused by sudden damage to the brain
- damage to brain tissue caused by force as evidenced by loss of consciousness due to brain
trauma or post traumatic amnesia or skull fracture

CHARACTERISTICS:

A. MILD TRAUMATIC BRAIN INJURY

- loss of consciousness in less than 30 minutes

- loss of memory for events immediately before or after an accident
- alternation of mental state at time of accident
- focal neurogical deficit that may or may not be transient

Specific Symptoms:

- fatigue
- headaches
- Memory loss
- Poor attention
- Dizziness
- Irritability
- feelings of depression

B. MODERATE TRAUMATIC BRAIN INJURY

- Coma
- Confusion
- difficulty with thinking skills
- blurred or loss of vision
- slurred speech

C. SEVERE TRAUMATIC BRAIN INJURY

- ATAXIA – poor body coordination

- DIPLOPIA – double vision
- APRAXIA – inability to carry out learned movements
GIFTEDNESS

- refers to students who perform at a much higher level, in objectively measurable ways than to
their age peers.
- students with outstanding abilities

1. MILDLY GIFTED – 115 TO 129

2. MODERATELY GIFTED – 130 TO 144
3. HIGHLY GIFTED – 145 TO 159
4. EXCEPTIONALLY GIFTED – 160 TO 179
5. PROFOUNDLY GIFTED – 180

INTELLECTUAL DISABILITY

- INTELLECTUAL DISABILITY formerly known as MENTAL RETARDATION is significantly sub

average general intellectual functioning, existing with deficits in adaptive behavior and
manifested during the developmental period that affects a child’s educational performance.

- The characteristics of individuals with intellectual disability vary from the perspective or
classifications of different associations.

- The American Psychiatric Association (APA) or American Association on Intellectual and

Developmental Disabilities (AAIDD)and the Diagnostic and Statistical Manual of Mental
Disorders (DSM-V) classify ID as mild, moderate, severe or profound base on the result of IQ
test.
 (Studocu: Downloaded by Patricia Capunpon (patriciakylac@gmail.com)

GIFTEDNESS

• The Definition & Meaning of Being Gifted

• What is the IQ of a Gifted Child?
• What Are Some Characteristics of Gifted Children?
• Bright Child vs. Gifted Learner
• Is Giftedness a Disability?
• Five Ways to Support Gifted Students in Your Classroom

The Definition & Meaning of Being Gifted

Children who are gifted are defined as those who demonstrate an advanced ability or potential
in one or more specific areas when compared to others of the same age, experience or environment.
These gifted individuals excel in their ability to think, reason and judge, making it necessary for them to
receive special educational services and support to be able to fully develop their potential and talents.

What is the IQ of a Gifted Child?

The majority of the population will fall within an IQ of 85 – 115. The mean, or average, IQ is 100. A
gifted child’s IQ will fall within these ranges:

• Mildly gifted: 115 to 130

• Moderately gifted: 130 to 145
• Highly gifted: 145 to 160
• Profoundly gifted: 160 or higher

What Are Some Characteristics of Gifted Children?

Although there is no easy formula for identifying a gifted child, certain characteristics appear to
differentiate the gifted child from his/her classmates, such as:

• Early ability to read and to understand nuances in the language: A child who is gifted often
reads two or more grade levels above current grade placement and reads widely in many areas
or intensely in one subject area.

• Early use of advanced vocabulary: The ability to express thoughts readily and clearly is often a
characteristic of a gifted child.

• Retention of a variety of information: A gifted child often amazes parents and teachers by
learning new information quickly and remembering the details over long periods of time.

• Periods of intense concentration: The child can become totally engrossed in topics of interest
while being oblivious to surrounding events.
 • A broad and changing spectrum of interests: The child may be involved in many self-initiated
projects at the same time.

• Keen observation and curiosity: An acute awareness of self and the environment is typical of a
gifted child. The child may persistently pursue a line of questioning to learn more about topics of
interest.

• Complex processing of information: A gifted child is able to perceive relationships, comprehend

implications, and process a large amount of information.

• Ability to think abstractly: The child can often move from concrete to symbolic representation
very comfortably and at an earlier age than most children.

• Strong critical thinking skills: The child is able to perform evaluations based on established
criteria and often notices discrepancies between what people say and what they do.

• Ability to follow directions and assume responsibility: A child who is gifted often shows
independence, self-reliance, and responsibility in completing tasks.

• Creativity and inventiveness: The child is able to view situations from varying perspectives,
develop and explore alternative approaches, and generate novel products.

• Seemingly limitless energy: Frequently a gifted child is alert and eager, delving into interests
beyond the usual limitations of children his/her own age.

• Leadership: The child often assumes leadership roles in a variety of circumstances and settings

Note: High grades in classes and/or high scores on standardized achievement tests are not necessarily
indicators that a student is gifted. Further evaluation is necessary for accurate identification.

Early identification is recommended (ages 3 through 8) because it permits early intervention, as

important for gifted as for any other children with special needs.

Bright Child Gifted Learner

Knows the answers Asks the questions

Is interested Is highly curious

Is attentive Is mentally and physically

Has good ideas involved Has wild, silly ideas

 Works hard Plays around, yet tests well

Answers the questions Discusses in detail,

Top group elaborates Beyond the group

Listens with interest Shows strong feelings and opinions Already knows

Learns with ease 1-2 repetitions for mastery

6-8 repetitions for mastery Constructs abstractions

Understands ideas Prefers adults

Enjoys peers Draws inferences

Grasps the meaning Initiates projects

Completes assignments Is intense

Is receptive Creates a new design

Copies accurately Enjoys learning

Enjoys school Manipulates information

Absorbs information Inventor

Technician Good guesser

Good at memorization Thrives on complexity

Enjoys straightforward sequential presentation Is keenly observant

Is alert Is highly self-critical

Is pleased with own learning

Is Giftedness a Disability?

Giftedness is not considered a disability, although some gifted students may also have learning
disabilities such as dyslexia, ADHD, or autism disorder. These students are known as twice-exceptional
students (also known as 2e children or students). Identification of these students often requires a
professional who is able to assess and identify the two areas of exceptionality which can often mask one
another, making identification more difficult. Because of their unique abilities and characteristics, 2e
students require a special combination of educational programs and support.
Five Ways to Support Gifted Students in Your Classroom

1. Learn how gifted students think.

If you want to support gifted students in your classroom, it's important that you make an effort
to learn how they think and learn about the different struggles they face. Understanding that gifted
students have special needs, requirements, and trends in behavior will help you meet their needs and
better support them in the classroom.

2. Created tiered assignments for students.

Tiered assignments can help you meet the needs of all students. Choose the basic standard
objective and design an assignment on that standard to make the middle tier. Once the middle tier is
finished, you make the other tiers by adding support for atrisk children and adding challenge for gifted
students. Here are two simple ways you can add challenge to assignments:

• Give gifted students more complex numbers in a math assignment or a more difficult text to
read.
• Add a second component to assignments, such as having them apply the skill they've learned to
a real-world situation or asking them to write an explanation of their thinking.

3. Include a variety of levels in your classroom library.

Make sure your classroom library has a variety of texts to support the reading ability and
interests of gifted students. You can also encourage students to bring reading materials from home, but
make sure the materials they bring challenge them to learn new words and increase their reading skills.

4. Utilize their talents and interests.

Gifted students are often asked to do busy work when they finish assignments ahead of others.
Instead of taking that approach, try utilizing gifted students' talents and interests to further explore a
skill. For example, students could write or draw something related to the assignment/skill or they could
act out solutions to the problem or project.

5. Explore real-word application

Gifted students understand math algorithms, science concepts, and grammar rules very quickly.
You can encourage them to move beyond the skill they're learning by applying it in the real world. For
example, they can explore how area and perimeter affect an architect's design or how scientists use
animal classification to understand animal life and how it functions.