Chapter 17 Children With

Special Needs

Puan Azlina
cturer ’s N a m e :
epared by: Sia Soon Huong

Wendy Ngu
 Physical

d isa b ility
Slow
g e nius
lea rne r

Categories
of children
with special
needs Vision
Learning
im p a irm e n
d iffic ultie s
t

Sp e e c h He a ring

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CHARACTERISTICS OF CHILDREN
WITH SPECIAL NEEDS
I. Physically Disability
 R e f e r s to neurological disability (affecting
the


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Implication to the T&L

-use of book holder or electronic text book
II. Visual
Problems
 H a v e limited sight
Can be detected through facial expression
(less facial expression, depressed, ignoring
others)
Have squinted eyes (shuts one eye in order
to see)

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 Implication to the
-T&L
Prepare reading materials with bigger printed
words substantiate with audio materials
- Concern with the classroom management
- Reading materials must be clear
III. Hearing problems
Deaf or partially deaf 
Have difficulty in spelling or pronunciation
 H a v e high or very low pitched voice and
turn their head to listen
 Implication to the
-T&L
Do not turn your back to these children
when giving instructions
- Environment free from noise and
disturbance
- Avoid yelling or speaking loudly
- Use sign language
IV. Speech
disorder
 Difficulty in pronouncing words

 Difficulty in understanding terms or

words
 R o u g h husky tones and out of pitch
 Stammering (problem with tones, speak
too loudly / softly)
Implication to the
T&L
- Give enough time to respond
- Encourage them to respond in
writing
- Use of multiple sensors
- Help children with suitable model
 Slow Learners
• A slow learner is a child of b e l o w
a v e r a g e intelligence, whose thinking
skills h a v e d e v e l o p e d
more slowly t han the norm for his/her
significantly
a g e . This child will g o through the

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 Characteristics of children with special
needs (Slow Learners)
Characteristics Explanation
m a y h a v e i mmature l a n g u a g e p
atterns or speech problems
De velo p m e nta l
Social poor judg ement, m
i mature s ocial
behaviour, prefers c o m p a n y of
younger children

Pe rsona frustration, a ggression, a

l nxiety
Academic m a y s how p roficiency w ith p
articular
tasks rather than a subject areas, poor
memory, difficulties understanding
several steps in a task 
Le a rning needs t o h a v e n e w i nformation l
inked
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 Definition of Dyslexia
• dev e lopm ent al reading disorder, refers
to child’s difficulty with reading,
writing, a n d spelling d u e t o the brain’s
dec r eas e d recognition of symbols
(such as letters a n d numbers).
 Dyslexia
•  Problems in reading and writing.
•  Also slow learners

•  Usually
left handed or always use
both hands
•  Prefer reading from right to left with
alphabets such a s   “ b ”   being red
or wrte
i n as  “d” .
 ADHD
(Attention Deficit / Hyperactivity
Disorder)
•  Cannot maintain concentration
and
face difficulty in completing task and
have poor memory
•  Active physical movement  
–

hyperactive
 Definition of ADD/ ADHD

• Attention deficit hyperactivity

disorder (ADHD) is a disorder that appears
in

early childhood. ADD/ADHD makes

it difficult for p e o p l e to inhibit
their  
spontaneous
responses — responses

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 Combined type
(inattentive/hyper

active/impulsive).

Hyperactive/i 3 Types
mpulsive ADHD
of
type. in
Children

Inatttyepneti
Characteristics of children with
ADHD
• inability t o recognize other people's needs
a n d desires.
• difficulty keeping emotions in check  
• c a n' t sit still
• show interest in lots of different things, b u t they
m a y h a v e problems finishing t h e m
•

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• h a v e difficulty following instructions
•
 Autism

• characterized by so c ia l
interaction -
c o m m unic a tio n challenges
d iffic ultie s
a nd a te nd e nc y to e, ng a g e in
repetitive behaviours.
 Definition of Autism
• developmental disability caused b y
differences in the brain. Some p e o p l e
with ASD h a v e a known difference,
such as a genetic condition. There are
multiple causes of ASD, although
most are not yet known.
 Characteristics of children with autism

• e xhib it unusua l b e ha vio ur d ue to

the d iffic ultie s the y ha ve
re sp oenvironment.
their nd ing to
• ha ve d iffic ulty e sta b lishing
a nd
maintaining relationships
•
ha ve c o m m unic a tio n d iffic ultie s
in o n e form or another 
G A M I N G TIME
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