Introduction

More recently, focus on children with special needs has been heightened with the
issuances from the Department of Education and the legislative branch of government
stipulating the necessity of addressing the concerns of children with special needs. This
indicates that the population of this group of children in the educational system is growing
and necessarily need attention.
This chapter identifies the different categories or types of special needs, as well as
the behavioral indicators of the presence of such needs among students. Following are
the specific aspects/areas of special ne�ds: cognitive/academic; social/behavioral; cognitive
and social functioning; physical and sensory; and advanced cognitive development. This
chapter also describes the behaviors or characteristics of these children with special needs,
and highlights the ways by which they are different: from the other children.
Due to advancements in expertise and technology, it is now much easier than before,
to assess and identify who the children with special needs, are. Especially if these children
with special needs are mainstreamed in regular classrooms, a basic knowledge of the nature
of special needs which is provided for in this chapter, would be very helpful, especially for
teachers who do not have special education as a field of _specialization.

Intended Learning Outcome (ILO)

Compare the characteristics of children with special needs.

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 ENGAGE
:!ARNING POINT: THE NATURE OF SPECIAL NEEDS
In one or perhaps, even in many occasions, you may have noticed children who acted,
:c::.aved or talked in a manner that is distinctly different from the way other children do.
-.:-::Se actions or behaviors that you have observed may be remarkable enough to make you.
=--:ik that they are indeed different from the ot.her children you usually encounter. They
� children (or students) with special needs. These children have special challenges, that
i ·:,.ormal" individual (or student) would not face. The special needs of these children fall
:...::ig a continuum such that some children can stay in regular classrooms, but some require
�s:<:ial care ap.d intervention at home or in school. This is explained by variations in the
:c',-erity of their needs. Dealing with and teaching children with special needs is a challenge
-: : teachers. This means that teachers have to be extra flexible and creative in coming up
.-.:h teaching techniques that will enhance the academic, and personal development of
::-..:dents who are quite different in many ways from the majority of the student population.
�- ceacher, however, will find difficulty in developing creativity and flexibility in dealing with
.:.=d teaching children with special needs, unless he/she possesses at least the basic academic,
:2entation and knowledge covering special needs, special children, anl special education.
It is important for teachers, school officials, caregivers, and other school personnel to
ow the characteristics of the special children. It is equally important not to stereotype
.:...wdren with special needs.
Following are the general and specific categories of students with special needs,
:.S found by different researchers and which have been summarized (Ormrod, 2003 · and
:\ielsen 2002):
1. Those with specific cognitive or academic difficulties
2. Those with social or behavioral problems

3. Those with genera� delays in cognitive and social functioning

4- Those with physical or sensory challenges

5. Those with advanced cognitive -development

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 LEARNING POINT: SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES AND
INDICATIVE BEHAVIORS

Learning Disabilities
Learning disabilities are difficulties in the cognitive processes (e.g. perception,
language, memory) but are not attributed or caused by other disabilities like mental
retardation, emotional or behavioral disorders etc. and the like.
Characteristics of Children with Cognitive and Acad emic Difficulties

a. Perceptual difficulty. Difficulty in understanding or remembering information

through any of the sense modalities or sense orgaQ.s. For example, there is a
difficulty in distinguishing differences between similar sounds in speech or
remembering the correct order of the letters in a word (difficulty in memory for a
visual sequence).
b. Memory difficulty. Less capacity for remembering information received either short­
or long-term.
c. Metacognitive difficulty. Difficulty in using effective learning strategies, monitoring
the progress of their learning goals and other ways of directing their own learning.
d. Difficulty in processing oral language. Difficulty in understanding spoken language
and remembering what has been told or spoken.
e. Reading difficulty. Trouble in recognizing printed words or comprehending what
was read. An extreme form of reading difficulty is dyslexia.
f. Written iang:u.age difficulty. Problems in handwriting, spelling, or expressing oneself
coherently in paper. An extreme form of this difficulty is dysgraphia.
g. Mathematical diff{culty. Trouble thinking about or remembering information
involving numbers. It is associated with a poor sense of time or direction as well
as difficulty learning basic number facts. A_n extreme form of this difficulty is
dyscalculia.
h. Difficulty with social perception. Difficulty interpreting social cues and signals from
other people. It is a difficulty perceiving or interpreting other people's feelings or
reactions and may result to inappropriate responses in social situations.

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 Attention Deficit and Hyperactivity Disorder (ADHD)
With ADHD, there is difficulty in focusing and maintaining attention, and in matiy
:ases characterized by hyperactive and impulsive behaviors. It is possible that this difficulty
::.as biological and genetic bases.
Common Characteristics of Children with ADHD

a. Often inattentive: Difficulty f<;>cusing and maintaining attention and following

directions; often make careless mistakes; have a very short attention span and cannot
focus; easily fail in tasks requiring sustained mental effort, and are distracted by
highly - appealing alternatives.
b. Hyperactive: Seem to. have extra and high levels of energy, and move around much
of the time; have difficulty working or playing quietly.
c. Impulsive: Often display inappropriate behaviors; blurt out answers or interrupt
others without being asked; begin doing something without waiting for instructions;
have trouble waiting their turn; engage in risky or destructive behaviors without
thinking of consequences
d. Difficulty in cognitive processing
e. Lagging behind in academic achievement
f. Exceptional imagination and creativity
g. Classroom behavior problems (disruptiveness, noncompliance with rules)
h. Difficulty interpreting and reasoning about social situations
i. Greater emotional reactivity (excitability, hostility} in interacting with peers
j. Few friendships; in some cases, rejected by peers
k. Poor memory
l. Disorganized
m. Restlessness, incessant talking and incessant activity

Speech and Communication Disorders

These are impairments in spoken language or communication (e.g. stuttering,
:nispronunciation) and comprehension. The difficulties are articulation problems,
stuttering, abnormal syntactic patterns, and difficulty understanding the speech of others,
3.ll of which are likely to interfere with academic performance.
Characteristics of Children with Speech and Communication Disorders

a. Usually,. these children have difficulties in reading and witing

b. Are self-conscious
c. Are embarrassed when talking
d. Are reluctant to speak

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 In dealing with these children, teachers should encourage regular oral communication,
because they ne�d practice. Since these children have this difficulty, the tea�er should
listen patiently and allow them to speak out their thoughts and finish their sentences, even
if it takes long for them to do so. Other children should be trained not to tease or ridicule
· them.

LEARNING POINT: SOCIAL AND BEHAVIORAL PROBLEMS AND

BEHAVIORAL INDICATORS
Emotional or Behavioral Disorders
These are emotional states that are present and which persist for a long time and
which affect learning and academic performance �nd social behavior.
A symptom of this disorder can be seen in external behaviors that have direct or
indirect effect on other people, like defiance, aggression, lying, stealing, disobedience, or
lack of self-control or impulsiveness. On the other hand, internalized behaviors affect the
person himself, and subsequently develops anxiety, depression, eating disorders, social
withdrawal, or suicidal tendencies.
The following behaviors may indicate a social or behavioral disorder among students.
a. Difficu_lty in interacting with others in socially acceptable manner '
b. Difficulty in establishing satisfactory interpersonal relationships
c. Poor self-concept
d. Frequently absent from school
e. Deteriorating academic performance with increasing age
· f. · Unable to learn but cannot be explained by IQ, sensory or health factors
g. Showing inappropriate types of behavior or feelings even under normal
circumstances
h. Developing physical symptoms or fears associated with personal or school problems

Autism
According to experts, it is a condition that is caused by a brain abnormality. This is a
disability marked by impairment in social interaction. Individuals with autism prefer to
be alone and form weak emotional attachments, if at all. In some cases, they exhibit savant
syndrome, where they have extraordinary ability in one function (like exceptional musical
ability) which is in contrast to their other mental functions. Autism falls qn a continuum
from the least seve;e to the most severe symptoms.
Children with autism have not developed the basic social skills. Their social cognition
is impaired, thus they are not able to interpre,t social situations accurately. Thus, the

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 :mdency to behave inappropriately. However, they have strong attachments to inanimate
: :>jects. Physically, they have abnormal movements like awkward way of walking, repetitive
�hires like wringing of the hands. They also exhibit echolalia which is repeating a part
:f what has been said. In many cases too, their language skills are wanting. On the other
:.and, they have strong, visual-spatial thinking skills.
Characteristics of Children with Autism

a. They engage in obsessively repetitive movement activities like rocking back and
forth; wringing of the hands and other stereotyped movements.
b. They can be self-abusive, as for example, banging their heads, slapping or biting
themselves.
c. They have unusual responses to sensory inputs as for example exaggerated response
to-sound.
d. They are withdrawn and do not communicate at all.
e. They exhibit periodic emotional outbursts.
f. May exhibit abnormal responses to objects.

LEARNING POINT: DELAYS IN COGNITIVE AND SOCIAL FUNCTI ONING

AND BEHAVIORAL INDICATORS
Mental Retardation
Condition of significantly below average general intelligence as well as deficits in social
md practical intelligence and adaptive behavior. This is often caused by genetic conditions.
�or example, most children with Down syndrome have delayed cognitive development. Or
:n non-inherited cases, malnutrition of the mother during pregnancy, or oxygen deprivation
during birth. Or in some cases, environmental factors like parental neglect or extremely
:mpoverished and unstimulating home environments could also be a cause. It is not
:1ecessarily a life-long disability especially if caused by environmental factors.
Common Characteristics of Students with Developmen_tal Delays

a. They have a desire to belong and fit in at school.

b. They have less general knowledge about the world.
c. They have poor reading and language skills.

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 ·LEARNING POINT: PHYSICAL AND SENSORY CHALLENGES
AND BEHAVIORAL INDICATORS

Physical and Health lnipairme,nts

These are general physical and medical conditions ( usually long-term) that interfere
with school performance. Students in this category have limited energy and strength,
mental alertness or little muscle coi;itrof. Examples of spec;ific conditions under this '
category include traumatic brain injury, spinal cord injury, cerebral palsy, muscular
dy�trophy, epilepsy, cystic fibrosis, asthma, heart problems, arthritis, cancer or leukemia

Common Characteristics or Indicators of Physical and Sensory Challenges

a. Learning ability similar to that of nondisabled students.

b. Fewer opportunities to experience and interact with outside· world in educationally
impbrtant ways as for example fewer opportunities to ride in a bus or public
transport, or visit museu,ms, thus making knowledge more limited.
c. Low stamina and tendency to tire easily.
d. Possible low esteem, insecurity, embarrassment due to their phy.sical limitations.

Visual Impairments
Malfunction of the eyes or optic nerve that prevent normal vision even with corrective
lenses. Some are totally blind; others have tunnel vision, some with limited sensitivity to
light.. The causes of visual impairments may be any congenital abnormalities in either eye
or in the visual pathway to the brain.

Common Characteristics of Children with Visual Impairments

a. Normal functioning of the other senses (hearing, smelling etc).

b. General learning ability similar to that of nondisabled children.
c. Fewer opportunities to experience and interact with the outside world (less exposure
to visual materials), thus more limited vocabulary and general knowledge about the
world.
d. Reduced capability to imitate others. ·
e. Inability to observe body language and other nonverbal cues of people, leading to
misperceptions of intended meanings.
f. Occasional confusion particularly in chaotic situations like playground, canteen etc.
g. A general feeling of uncertainty and anxiety because of no visual knowledge of
· events in the classroom.
h. Less knowledge aboµt the conventions of written language.

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 Hearing Loss
Malfunction. of the ear or associated nerves that interfere with the perception of
�unds. They have insufficient sensation to understand spoken language even with hearing
�d.

Common Characteristics

a. Delayed language development ·especially if the impairment was present at birth

b. Less oral language than hearing classmates
c. Some ability to read lips
d. Proficiency in sign language
e. Less deveJ�ped reading skills
f. Less general knowledge about the worlcl than their peers
g. More limited social skills due to reduced ability to communication,_ leading to social
isolation

Severe and Multiple Disabilities

Having two or more of the disabilities described earlier and most _Probably require
iighly specialized services.

Common C�aracteristics · of Children with Severe and Multiple Disabilities

a. They have varying degrees of intellectual functioning
b. Limited aware�ess of surround�ng stimuli and events
c. Limited communication skills often. consisting of gestures,
' .facial expressions, but

can be facilitated by technology

d. Significant delays in motor development
e. Mild _or sensory impairments
f. Extensive medical needs

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 LEARNING POINT: CHILDREN WITH ADVANCED COGNITIVE DEVELOPMENT
AND BEHAVIORAL INDICATORS
Giftedness
Unusually high ability or aptitude in any or more of the following areas. Intellectual
ability, aptitude in a sp.ecific academic field, creativity, visual or performing arts, or
leadership.

Characteristics of Gifted Children

a. More advanced vocabulary, language and reading skills than the rest of their
classmates.
b. Able to learn more quickly, easily and independently than their peers.
c. More advanced and effective cognitive processing and metacognitive skills.
d. Greater flexibility in idea:s and approaches to tasks.
e. Able to do· formal operational tasks.
· f. They have high standards regarding th-eir performance.
g. They are highly motivated to achieve challenging tasks.
h. Positive self-concept especially academic endeavors.
i. Above average social development aiid emotional adjustment.
It is expected that there are students with special needs even in regular c!assrooms.

This becomes a challenge to the patience, resourcefulness, and creativity of the teacher
in developing appropriate methodologies and instructional materials needed to realize
the potential of these students. It is a challenge because the approach at present is to
mainstream children with special needs in the regular classroom. At certain times, they
may be pulled out for special training and experience if the regular classroom environment
and methods are not able to address that special need.
The teacher can look at differentiated teaching techniques and instructional materials
in dealing with children with special needs. T�ese children have to be taught differently.
They have to be extended a lot of accommodation. All the more this should be so, since
the classroom is now a big mix of regular students and those with special needs. In this
instance, variations among students in behavior and other characteristics are big. If
conditions warrant, the teacher should look into acquiring more technical knowledge on
how to deal with children with special needs.

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 �AIIHI

Name: __________________ Date: _______

A. Following are behaviors exhibited by children with special needs. Identify what
might be the disability or special need associated with the behaviors.
I
1. Bursts into tears, without any reason.
2. Runs around the room and picks on classmates even if teacher is talking.
3. Looks sullen all the time and keeps to himself.
4. Always picks up a fight with classmates, approximately five times a day.
5. Cannot distinguish letter p from d.
6. Do·es not have eye contact with classmates 'Yho want to play with him.
7. Does not pronounce the correct words when reading.
8. Can solve math problems much ahead than all the other members of the class.
9. Little muscle control when engaging in physical activity.
10. Cannot produce· accurately words of the teacher.
B. Write down three significant characteristics or behavioral indicators of these
children with special needs.
Type of Special Need Characteristics (3)

a. Children with cognitive/academic

difficulties
-
. b. Children with delays in cognitive
functioning

C. Children with advanced cognitive

development

d. Children with physical and sensory

challenges

e ... Children with social and behavioral

problems

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 What should be your frame of mind in terms of teaching methodologies, if you have
students diagnosed as having special needs?

1. Social and behavioral disability

2. Giftedness

3. ADHD

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