COLEGIO DE DAGUPAN

Arellano Street, Dagupan City

LASTNAME: ANDAYA SCORE: ______

FIRSTNAME: GERALD
MIDDLE NAME: BERANIA
ID NUMBER: 15-0078-829
SUBJECT: INTRODUCTION TO SPECIAL EDUCATION 1
INSTRUCTOR: MA’AM, KRISTINE MARIE CUETO
DATE SUBMITTED: OCTOBER 9, 2020

Categories of CNS Definition Learning and Behavioral

Characteristics
INTELLECTUAL DISABILITY • Refers to substantial ❖ Characterized by
limitations in present significantly sub-average
functioning intellectual functioning,
existing concurrently with
related limitations in two or
more of the following
applicable adaptive skill
areas: Communication,
self-care home living, social
skills, community use, self-
direction, health and
safety, functional
academics, leisure and
work. ID manifests before
age 18. s.
GIFTEDNESS AND TALENT • Refers to high performance ❖ They learn more quickly
in intellectual, creative or and independently than
artistic areas, unusual most students their own
leadership capacity and age. They often have well-
excellence in specific developed vocabulary, as
academic field. 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.
SPECIFIC LEARNING DISABILITY • Means disorder in one or ❖ Persistent difficulties in
more of the basic reading, writing, arithmetic,
psychological processes or mathematical reasoning.
 involved in understanding Inaccurate or slow and
or in using language, to effortful reading or writing.
spoken or written, which Poor written expression
may manifest itself in an that lacks clarity.
imperfect ability to listen, Difficulties remembering
think, speak, read, write, number facts. Inaccurate
spell or to do mathematical mathematical reasoning.
calculations.
EMOTIONAL AND BEHAVIORAL • Means a condition ❖ An inability to build or
DISORDERS exhibiting one or more of maintain satisfactory
the following characteristics interpersonal relationships
over a long period of time with peers and/or teachers.
and to a marked degree, (No friends, Loner) An
which adversely affects inability to learn which
educational performance. cannot be adequately
Speech and language explained by intellectual,
disorders or communication sensory or health factors. A
disorders consistent or chronic
inappropriate type of
behavior or feelings under
normal conditions. A
displayed pervasive mood
of unhappiness or
depression. A displayed
tendency to develop
physical symptoms, pains
or unreasonable fears
associated with personal or
school problems.
SPEECH AND LANGUAGE • Exist when the impact that ❖ Speech is how we say
DISORDERS OR a communication pattern sounds and words. People
COMMUNICATION DISORDERS has on a person’s life meets with speech problems may:
any of the following not say sounds clearly,
criteria: the transmission have a hoarse or raspy
and/ or perception of voice, repeat sounds or
messages is faulty, the pause when speaking,
pattern is placed at an called stuttering.
economic disadvantage,
the person is placed at a ❖ Language is the words we
learning disadvantage. use to share ideas and get
what we want. A person
with a language disorder
may have problems:
understanding, talking,
reading, writing
 ❖ Children and adults can
have speech and language
disorders. Speech-
language pathologists, or
SLPs, can help.
HEARING IMPAIRMENT • Is a generic term that ❖ They can hear vibrations,
includes hearing disabilities depends on the ranged.
ranging from mild to Deaf can no longer hear
profound, thus
encompassing children who
are deaf and those who are
hard of hearing
VISUAL IMPAIRMENT • Display a wide range of ❖ Irregular eye movements
visual disabilities from total (for instance, eyes that
blindness to relatively good don’t move together or that
residual. appear unfocused).
Unusual habits (such as
• Blind- totally without sight covering one eye or
or has so little vision. frequently rubbing eyes).
Sitting abnormally close to
• Low Vision- able to learn a television or holding a
through the visual channel book close to the face.
Generally, learns to read
print. (Stylus and special
paper). Adjust font size for
low vision; Braille for totally
blind
PHYSICAL IMPAIRMENT • May be orthopedic ❖ The physical capacity to
impairments that involve move, coordinate actions,
the skeletal system and or perform physical
associated with muscles. activities is significantly
Neurological impairments limited, impaired, or
involve the nervous system. delayed and is exhibited by
Health Impairments- difficulties in one or more of
include chronic illness that the following areas:
is present over long periods physical and motor tasks;
and tend not to get better independent movement;
or disappear. performing basic life
functions. Such impairment
adversely affects a
student's educational
performance.
SEVERE DISABILITIES • Generally, encompass ❖ Severely disabled
individuals with severe and individuals may exhibit one
profound disabilities in or more of the following
intellectual, physical and behaviors: Self-mutilation,
social functioning. The term Ritualistic behaviors, Self-
severe disabilities refer to a stimulation, Failure to
deficit in one or more areas attend or relate to others,
of functioning that Lack of self-care skills, Lack
significantly limits an of verbal communication
individual's performance of skills, Lack of basic physical
major life activities. The mobility.
label of severe disabilities
can include challenges in ❖ The degree and quality of
one or more of the interaction between
following areas: Cognition, nondisabled and severely
Communication, disabled students. The
Mobility/Gross Motor Skills, increasing importance of a
Fine Motor Skills, Self-Help multidisciplinary approach
Skills, Social/Emotional with input from
Skills, Adaptive Behavior, occupational, physical, and
Hearing Impairment, Visual speech/language
Impairment, Health therapists; nurses;
Impairment audiologists; psychologists;
social workers; and
pediatricians. The need for
a curriculum grounded in
preliminary sensory motor
stimulation and subsequent
stress on five major areas:
motor, self-help,
communication,
social/interpersonal, and
cognitive skills. The
growing importance of
prevocational/vocational
training and leisure skills
development in the
severely disabled student's
life as he or she ages.