Chapter 6

LEARNERS WITH
ADDITIONAL NEEDS
Objectives:
 
At the end of the chapter. You will be able to:
∙ Identify the various additional needs learners might have;
∙ Differentiate the additional needs from one another
∙ Recognize the characteristics of learners with additional
needs;
∙ discuss what marginalization means; and
∙ Identify the different marginalized group
 
 LEARNERS WHO ARE GIFTED AND TALENTED
Definition
Learners who are gifted and talented are students with higher abilities than average
and are often referred to as gifted students. This group refers to students whose
talents, abilities, and potentials are developmentally advanced. They require special
provisions to meet their educational needs, thus presenting a unique challenge to the
teachers. They often finish tasks ahead and may ask for more creative tasks or
exercises. Exciting and energizing activities should be provided to continuously keep
them motivated. These group includes students with exceptional abilities from all
socio-economic, ethnic and cultural populations.
GIFTEDNESS- refers to the students with extraordinary abilities in various academic
areas.
TALENT – focuses on students with extraordinary abilities in specific area.
 
 Gardner’s Multiple Intelligences

In 1993, Gardner conceptualized another way to look at giftedness. According to

him, intelligence multifaceted.
Identification

To identify gifted and talented students, one must do the following:

Locate the student’s domain of giftedness
Describe the student’s level of giftedness
Describe the student’s field of talent
 
Learning Characteristics

Not all learners will exhibit the learning characteristics listed below. However, these
are the common manifestations of gifted and talented learners. One might possess a
combination of characteristics in varying degrees and amounts.
o High level of intellectual curiosity
o Reads actively
o High degree of task commitment
o Keen power of observation
o Highly verbal
o Gets bored easily
o Can retain and recall information
o Excited about learning new concepts
o Independence in learning
o Good comprehension of complex contexts
o Strong, well-developed imagination
o Looks for the new ways to do things
o Often gives uncommon responses to common questions
A. General Education Adaptations
Learners who are gifted and talented usually get
bored since they have mastered the concepts
taught in classes. One thing in common among
gifted students is that they are very inquisitive.
 
∙ Teachers may give enrichment exercises that will allow
learners to study the same topic at a more advanced
level.
∙ To be accelerated
∙ Leadership roles can be given to gifted students
because studies have shown that gifted students are
socially immature.
∙ Extensive reading
 
LEARNERS WITH DIFFICULTY IN SEEING
Definition

Students in classroom will exhibit different levels of

clarity of eyesight or visual activity. There may be
students with hampered or restricted vision. According
to Individuals with Disabilities Education Act (IDEA)
states that an “impairment in vision that, even with
correction, adversely affects a child’s educational
performance with includes both partial sight and
blindness.” These students may need to have their
eyesight corrected by wearing glasses or other optical
devices.
Identification
Learners with difficulty in seeing have physical signs, such
as, crossed-eyed, squinting, and eyes that turn outward.
They are usually clumsy bumping into objects which causes
them to fall down.
They like to sit near learning materials or stand to look at
the visual aids.
They may also shoe poor hand coordination – which can be
seen in their handwriting or poor performance in sports
activities.
They may also have difficulties in reading.
Learning characteristics
Good visual ability is critical in learning.
Visual impairments, whether mild, moderate or severe
affects the student’s ability to participate in normal
classroom activities because most school lessons are done
though blackboard writing, presentations or hand-outs.
A. General Education Adaptations
Modifications in teaching is needed to accommodate
students with difficulty in seeing.

∙ If the use of books is part of lesson, they can be

ordered in braille or in audio recorded format
∙ All words written in the board should be read
clearly
∙ They should be seated near the board
∙ A buddy can be assigned to assist
∙ They need more time to complete a task or
homework
∙ Teachers should monitor the students closely who
needs extra time in completing tasks
LEARNERS WITH DIFFICULTY IN HEARING
Definitions

This refers to students with an issue regarding hearing that interferes

academically. IDEA defines it as “an impairment in hearing, whether
permanent or fluctuating. That adversely affects the child’s educational
performance but not included under the definition of deafness.”
Deafness- is considered when hearing loss is below 90 decibels.
 
The main challenge of hearing-impaired students is Communication.
The factors affecting the development of communication skills include
intelligence, personality, degree and nature od deafness and residual
hearing, family environment, and the age of onset. The latter plays the
crucial role in the development of language as those who have hearing
loss present at birth are functionally disabled than those who lose
hearing after language and speech development.
A. Identification

∙ Speaking loudly
∙ Position ear towards the one speaking
∙ Asking information/question to be repeated and
again
∙ Delayed developmental speech
∙ Watching the face of the speaker
∙ Not responding when called
∙ Has difficulty in following instructions
∙ Does not mind loud noises
∙ Leaning close to the source of the sounds
A. Learning Characteristics
 
Such much learning is acquired through
hearing, students with hearing problems
have deficiencies in language and in their
experience. Students may overcome these
problems by investing time, energy and
combined effort by both parents and
educators.
∙ There is the use of hearing aid and combined lip-
reading
∙ They might have delayed communication skills since
the development of vocabulary is slower.
∙ They understand concepts when sentence structure
is simpler.
∙ They prefer to work on their own.
∙ Some use note-takers in class
  
A. General Education Adaptations

∙ Teacher should help students to develop the

ability of speech reading or watching other’s lips,
mouth and expressions
∙ Students should sit in front while teachers are
discussing
∙ Exaggeration of pronouncing words should not
be done
∙ Written or pictorial directions instead of verbal
directions should be given
∙ Teachers should be patient when waiting for a
response
 Some learners are observed to have difficulty
communicating, either verbally expressing their
ideas and needs/ or understanding what others
are saying.
 
Definition: Types of Communication Impairments
and Disorders
Communication – the interactive exchange of
information, ideas, feelings needs, and desires
between and among people.
- Used to serve several functions, particularly to
narrate, explain, inform. Request and express feelings
and opinions.
I. LEARNER’S WITH DIFFICULTY IN COMMUNICATION
Speech – expression of language with sounds, or oral
production.
- Produced through precise physiological and neuromuscular
coordination.
Language – is used for communication
- A formalized code for a group of people to communicate
with one another.
There are 5 dimensions of Language:
1. Phonology – refers to the sound of a language. A phoneme is the smallest unit of sound
within a language. Ex dog ( d/o/g)
2. Morphology – refers to the smallest unit of language which are used to combine words.
Ex. Sounds, syllables or whole words
3. Syntax – system of rules governing the meaningful arrangement of words, which
includes grammar rules.
Ex. Ready get for the exam- does not make sense until arranged in the right
sequence as Get ready for the exam.
4. Semantics- refers to meanings associated with words and combination of words in a
language.
It includes vocabulary, concept development, connotative meanings of words and
categories.
5. Pragmatics – revolves around the social use of language, knowing what, when and how
communicate and use of language in specific context.
a. Using language for different purposes
b. Changing language according to the context
c. Following rules for conversation and story telling.
Speech impairments – are communication disorders such as
stuttering, impaired articulation, and language or voice impairment.
 
Articulation Disorder – unable to produce a given sound
Phonological Disorder- produces multiple pattern of sound
Fluency Disorder- difficulty in rhythm and timing
Voice Disorder – problem with quality of voice resulting from
disorder of the larynx
I. LEARNERS WITH DIFFICULTY MOVING/WALKING
A. Definition
When the child has difficulty in walking and
moving, the physical domain of development is
affected.
Ex. Dyspraxia - difficulty is manifested as
clumsiness, writing or using a keyboard,
dropping objects
stereotypic movement disorder – characterized
by repetitive, seemingly driven and non-
functional motor behavior ( hand shaking or
waving , sniffing)
tics - sudden twitches, movements, or sounds
that people do repeatedly
cerebral palsy - a group of disorders that affect
movement and muscle tone or posture.
 
I. LEARNERS WITH DIFFICULTY REMEMBERING AND
FOCUSING
∙ These are students who find it difficult to remember
lessons, concepts and even instructions as well those who
find it a challenge sustain their focus.
∙ Memory functions – includes short-term memory, long-
term memory and retrieval.
∙ Attention functions – includes sustaining, shifting, dividing
and sharing attention
 
1. Learning Disability – Samuel Kirk coined the word
“learning disability”
- General term that refers to a heterogenous of disorders
manifested by significant difficulties in the acquisition and
use of listening, speaking, reading, writing, reasoning or
mathematical abilities.
- These are intrinsic to the individual, presumed to be due to
central nervous system dysfunction and may occur across
the life span.
∙ Special Learning disability- focuses on one or more basic
psychological process.
Ex. Dyslexia – difficulties with reading, spelling
Dyscalculia – difficulties in math
computation, problem-solving
Dysgraphia- difficulties with hand-writing
and written expression
2. Attention Deficit Hyperactivity disorder (ADHD) –
includes inattention, hyperactivity and impulsivity.
∙ Display for a persistent pattern at least 6 months that
significantly interfere with functioning or development.
∙ Observed in two or more settings (home, school or work)
∙ Several symptoms were present before the age of 12
∙ The behavior is resulting from their disorder (schizophrenia,
anxiety disorder, personality disorder, etc.)
 Signs of ADHD
Inattention
∙ Does not pay attention to details and works
∙ Finds it difficult to sustain attention
∙ Easily distracted
∙ Does not follow instruction
∙ Appears not to listen
∙ Has problems in organizing tasks
∙ Shows tendency to be forgetful
∙ Tends to lose things that are needed in school
Hyperactivity and Impulsivity
∙ Often restless
∙ Often stands from seat and roam around
∙ Often runs around or climbs
∙ Often rather talkative, interrupts conversation and blurts
responses
∙ Finds it difficult to wait for his/her turn
∙ Impulsive with words and actions
∙ Struggles in following instructions
  
✔ IDENTIFICATION
∙ Identification od students with LD and ADHD starts with parents
and teachers.
∙ Tests, interviews, rating scales, behavioral observations are used
 
✔ GENERAL EDUCATION ADAPTATIONS
∙ The use of Universal Design for Leaning – such as providing
multiple means of representation, expression and engagement are
effective for all types of learners.
∙ UDL is also effective for students with memory and focusing
difficulties
∙ Ex. Audio-books, multimedia presentation, use of reading
materials - representation
∙ Ex. Debates, experimentations, writing activities - expression
∙ Ex. Role playing, simulation games, play/drama/dance-
engagement
∙ Planning the classroom environment and how routines are
implemented is equally as important as inclusive classroom
∙ One intervention for ADHD is the use of DRC- Daily Report Card
– individualized intervention to manage target behaviors of a
child
∙ Parents are also included in the planning and implementation to
promote home-school communication and collaboration.
∙ The provision of different types of accommodation in terms of
presentation, response setting and scheduling is beneficial for
students with difficulty in remembering and focusing.
 
I. LEARNERS WITH DIFFICULTY WITH SELF-CARE
∙ Self-Care- refers to person’s capacity to perform daily living
activities or specific to body care such as following skills:
washing oneself, brushing teeth, combing, trimming nails,
toileting, dressing, eating, drinking, etc.
∙ Self-care skills are gradually learned by very young typically
developing children through modeling and direct
instruction within developmental expectations.
∙ Children with additional needs may struggle with the basic
activity of daily living.
∙ Oftentimes, such students are those with moderate to
severe cognitive deficits, including Intellectual Disability or
Intellectual Developmental Disorder.
∙ Intellectual Disability- developmental disorder that
includes deficits in intellectual and adaptive functioning
across domains of conceptual, social and practical.
∙ To be diagnosed as ID or IDD a student must have deficits in
both cognitive and adaptive domains. (Ex. Down
Syndrome)
✔ The traditional approach to measuring levels of
severity of ID was determined through the use of
intellectual tests:
∙ Mild level IQ 50-70
∙ Moderate IQ 35-50
∙ Severe IQ 20-35
∙ Profound IQ below 20
✔ However, based on the definition provided by the
American Psychiatric Association (2013), using
measures of intelligence is only one aspect adoptive
functioning also needs to be assessed to identify if a
child has an intellectual disability. In place of IQ
levels, the support needed by a person with ID is
used to determine the level of degree of severity of
the disability.
 LEARNING CHARACTERISTICS
∙ Students who have difficulty in self care often reach
developmental milestones at a later age compared to
typically developing peers.
∙ Due to cognitive difficulties, children with ID may have
deficits in the areas of reasoning, planning, judgement and
abstract thinking.
∙ On the other hand, depending on the level of support
needed, a student with ID learns adaptive skills at a slower
pace, resulting in delay compared to same aged typically
developing students.
∙ Youths with intellectual disabilities are known to be friendly,
sociable and are reported to have positive coping skills.
 GENERAL EDUCATIONAL ADAPTATIONS
 
✔ EFFECTIVE APPROACES IN TEACHING STUDENTS WITH DIFFICULTY IN
SELF-CARE
∙ Use of direct and explicit instruction- should be simple and straight
forward
∙ Task analysis- behavioral approach that breaks down a complex
behavior or task into step-by-step procedures
∙ Use of modeling
∙ Forward Chaining - the program begins with the first step of the
sequence and then gradually fading verbal and then gestural prompts.
The goal is to allow the student to master the first step followed by
the next step until task is performed.
∙ Forward Chaining – the teacher models all steps from the beginning,
then allows the child to do the last step with assistance and prompts.
Task analysis guidelines
∙ Define the target behavior/task
∙ Identify the required skill
∙ Identify the necessary material to perform the task
∙ Observe an able and competent person perform the task
∙ List the needed steps in sequential order
In inclusive classroom, self-care such as washing hands and
brushing teeth can be tasked analyze into simplest steps and
presented in poster accompanied by pictures.
TASK ANALYSIS FOR WASHING HANDS AND BRUSHING TEETH