EDUC 104:

EMOTIONAL/CONDUCT DISORDER
LEARNERS WITH EXCEPTIONALITIES
 This involves the presence of emotional states
DISABILITY
like depression and aggression over a
 is a measurable impairment or limitation that
considerable amount of time that they notably
interferes with person’s ability, for example, to
disturb learning and performance in school.
walk, lift, hear, or learn.
ATTENTION-DEFICIT HYPERACTIVITY DISORDER
Individuals with Disabilities Education Act (IDEA)
(ADHD)
 is the law that provides comprehensive service
 ADHD is manifested in either both of these:
and support for exceptional learners.
1) difficulty in focusing and maintaining
HANDICAP
attention and
 is a disadvantage that occurs as a result of
2) recurrent hyperactive and impulsive
disability or impairment.
behavior.
 Two persons may have the same disability but
not the same degree of handicapped. For
PHYSICAL AND HEALTH IMPAIRMENTS
example, they both have a hearing impairment,
This involves physical or medical conditions (usually
one knows sign language and can read lips
long-term) including one or more of these:
while the other cannot.
1) limited energy
2) reduced mental alertness and or
CATEGORIES OF EXCEPTIONALITIES
3) little muscle control
LEARNING DISABILITIES
SEVERE AND MULTIPLE DISABILITIES
 involve difficulties in specific cognitive
 Refers to the presence of two or more different
processes like perception, language, memory,
types of disability, at times at a profound level.
or metacognition that are not due to other
VISUAL IMPAIRMENTS
disabilities like mental retardation, emotional,
 These are conditions when there is malfunction
or behavioral disorders, or sensory
of the eyes or optic nerves that prevent normal
impairments. Examples are Dyslexia (reading),
vision even with corrective lens.
Dyscalculia (number operations) and Dysgraphia
HEARING IMPAIRMENTS
(writing)
 These involves malfunction auditory nerves that
AUTISM
hinder perception of sounds within the
 is a condition manifested by different levels of frequency range of normal speech.
impaired social interaction and communication, GIFTEDNESS
repetitive behaviors and limited interest.  This involves a significantly high level of
Individuals with autism usually have an intense cognitive development. There is unusually high
need for routine and a predictable ability or aptitude in intellectual, creativity or
environment. leadership.
SPEECH AND COMMUNICATION DISORDERS
 There is difficulty in spoken language including PEOPLE-FIRST LANGUAGE
voice disorders, inability to produce the sounds a term imply in which language trend involves putting
correctly, shuttering, difficulty in spoken the person first, not the disability.
language comprehension that significantly  avoid generic labels
hamper classes performance.
 emphasizing abilities, not limitations
MENTAL RETARDATION
 avoid euphemisms
 refers to significant sub-average intelligence
 avoid implying illness or suffering
and deficits in adaptive behavior. There is
difficulty in managing activities of daily living
and in conducting themselves appropriately in
social situations.