Republic of the Philippines

Commission on Higher Education

Region V (Bicol)
LIBON COMMUNITY COLLEGE
Libon, Albay

______________________________________________________________________________
Subject Description: PROF. ED. 6- Facilitating Learner-Centered in Teaching
Instructor: Richard R. Bermundo, MAEd
Discussants: Oda Mae Clamar Secretario and John Ric T. Hallare

MODULE 6
Learners with Exceptionalities

Learning Outcomes:
 describe the basic categories of exceptional learners;
 define and distinguish the terms disability and handicap; and
 demonstrate “people first” language when referring to exceptional learners and advocate for
its use.

DISCUSSANT: Secretario, Oda Mae, Clamar

Overview
We commonly refer to learners with exceptionalities as persons who are different in some
way from ‘normal’ or ‘average’. The term “exceptional learners” includes those with special
needs related to cognitive abilities, behavior, social functioning, physical and sensory
impairments, emotional disturbances, and giftedness.
One factor that highlights individual differences and diversity in learning is the presence of
exceptionalities. As aspiring educators, it is important for us to understand how to become
sensitive and considerate most especially to these identified exceptional learners. Given that they
need special attention, care, and treatment.
Question: As an aspiring educator, what do you think is the significance of studying this
topic?
 Firstly, it aligns with the principles of inclusivity and equity in education, ensuring that
every student, regardless of their unique needs or differences, must have an equal
opportunity to access quality learning experiences.
 Additionally, understanding and catering to the needs of exceptional learners not only
empowers them to reach their full potential but also enriches the entire classroom
dynamic by promoting diversity and fostering an environment of acceptance and respect.
Furthermore, as future educators, we play a vital role in shaping the future of our
students, and by embracing the needs of exceptional learners, we contribute to a more
inclusive society that values and accommodates differences, preparing our students for a
more inclusive and compassionate world.

“EVERYBODY IS A GENIUS.
But if you judge a fish by its ability to climb a tree,
it will live its whole life believing that it is stupid.” -Albert Einstein

Explain the quote in relation to this topic:

 Emphasizes the importance of recognizing and celebrating the diverse talents and
abilities of all students, including those with exceptionalities. It underscores the
value of embracing diversity or considering it, to provide individualized education
plans, acknowledging multiple intelligences, avoiding stereotyping, and promote
inclusive education. This quote advocates for a more inclusive, holistic, and
personalized approach to education that respects the unique potential of each
 student, reinforcing the idea that no single measure of ability should define a
student's worth or potential in a diverse classroom setting.
 Disability- measurable impairment or limitation that interferes with a person’s ability.
It may refer to physical, sensory, or mental condition.
Disability refers to a condition that limits a person's ability to perform certain tasks.
This could be due to a variety of factors, including physical, cognitive, sensory, or
emotional impairments. One common example for this is a learner with Dyslexia (a
learning disability) may struggle with reading and writing tasks, but with specialized
instruction and tools, they can often learn to read and write effectively.

 Handicap- a disadvantage that occurs as a result of a disability or impairment.

Handicap refers to the challenges or barriers that a person with a disability or
impairment may face in certain environments or situations. These challenges can make
it more difficult for the person to perform certain tasks. One great example of a
handicapped person is a student with ADHD, they may struggle with maintaining
attention, staying organized, and completing tasks, which can affect their academic
performance. However, with appropriate strategies and accommodations (frequent
breaks, hands-on learning opportunities), this student can still succeed.

I. Categories of Exceptionalities- found in Omrod’s Educational Psychology (2000).

 Exceptionalities- refers to the state or condition of being exceptional, rare, one of a kind,
or unusually excellent. It also refers to the physical, mental, and emotional disabilities or
differences that may require special attention.
 ‘Educational Psychology: Developing Learners’ is a comprehensive textbook written by
Jeanne Ellis Ormrod, Eric M. Anderman, and Lynley H. Anderman. It contains in-depth
focus on learning, and its extensive concrete applications, which helps students
understand concepts by encouraging them to examine their own learning and then
showing them how to apply these concepts as teachers.

1. Specific Cognitive or Academic Difficulties

1.1 Learning Disabilities- involve difficulties in specific cognitive processes such
as perception, language, and memory or metacognition.
It is a condition in the brain that causes difficulties comprehending or processing
information.
 Dyslexia (reading) a difficulty in processing language, especially
reading and spelling. People with dyslexia may have trouble recognizing
words, sounding out words, understanding what they read, and
expressing themselves in writing. the brain processes written and spoken
information. Dyslexia can be caused by genetic factors, environmental
factors, or brain injury. Dyslexia can be diagnosed by a psychologist or a
speech-language pathologist, who can also provide appropriate
interventions and accommodations. Some of the interventions may
include phonics instruction, multisensory teaching methods, assistive
technology, and individualized tutoring.
 Dyscalculia (number operations) a difficulty in math or math-related
tasks. People with dyscalculia may have trouble understanding numbers,
quantities, symbols, operations, patterns, and spatial reasoning.
Dyscalculia can affect various aspects of math, such as arithmetic,
algebra, geometry, measurement, and problem-solving. Dyscalculia can
be caused by genetic factors, developmental factors, or brain injury.
Dyscalculia can be diagnosed by a psychologist or an educational
specialist, who can also provide appropriate interventions and
accommodations. Some of the interventions may include repeated
practice, concrete examples, visual aids, manipulatives, and calculator
use.
  Dysgraphia (writing) this condition requires motor and information
processing skills. People with dysgraphia may have trouble forming
letters, spelling words, organizing ideas, and expressing thoughts in
writing. Dysgraphia can affect handwriting, composition, and grammar.
Dysgraphia can be caused by genetic factors, developmental factors, or
brain injury. Dysgraphia can be diagnosed by a psychologist or an
occupational therapist, who can also provide appropriate interventions
and accommodations. Some of the interventions may include
handwriting instruction, keyboarding skills, graphic organizers, dictation
software, and feedback.

1.2 Attention-Deficit Hyperactivity Disorder- a neurodevelopmental disorder

of childhood and adulthood that affects attention, impulsivity, and activity
levels.
 Attention- a difficulty paying attention to details, following instructions, organizing tasks,
or completing work. They may be easily distracted by external stimuli, such as noises,
movements, or other people. They may also have trouble staying on topic, switching from one
activity to another, or maintaining focus for long periods of time. Attention problems can affect
academic, work, and social performance.
 Hyperactivity- has excess energy, restlessness, or fidgetiness. They may feel the need to
move constantly, even when it is inappropriate or disruptive. They may talk excessively,
interrupt others, or have difficulty sitting still. Hyperactivity can vary with age and situation, and
it may be more noticeable in children than in adults. Hyperactivity can affect physical,
emotional, and mental well-being.
 Impulsivity- act without thinking, planning, or considering the consequences. They may
have difficulty waiting their turn, controlling their impulses, or resisting temptations. They may
act on their emotions, such as anger, frustration, or excitement, without regard for others’
feelings or norms. They may also have trouble delaying gratification, following rules, or
maintaining self-control. Impulsivity can lead to risky behaviors, poor decisions, or social
conflicts.

1.3 Speech and Communication Disorders- difficulties in spoken language and

comprehension that significantly hamper classroom performance.
 Apraxia of Speech (AOS)- inability of the brain to send the correct
messages. AOS is a neurological condition that affects the ability to plan
and execute the movements of the mouth and tongue that are necessary
for speech. People with AOS may have trouble saying words correctly,
especially longer or more complex words. They may also make
inconsistent errors, such as saying the same word differently each time.
AOS can be caused by brain damage, such as from a stroke, head injury,
or tumor.
 Stuttering/Stammering- involuntary, rapid, or repetitive speech elements.
A fluency disorder that interrupts the smooth flow of speech. People
who stutter may repeat sounds, syllables, or words, prolong sounds, or
have blocks of silence. They may also show signs of physical tension or
struggle, such as blinking, grimacing, or shaking. Stuttering can be
caused by genetic factors, developmental factors, or environmental
factors, such as stress, anxiety, or trauma.
 Dysarthria- a condition resulting in poor articulation. A motor speech
disorder that affects the muscles of the mouth, face, and respiratory
system. People with dysarthria may have slurred, slow, or distorted
speech. They may also have difficulty with breathing, swallowing, or
drooling. Dysarthria can be caused by damage to the nervous system,
such as from a stroke, brain injury, Parkinson’s disease, or multiple
sclerosis.
 Voice Disorders- problems with the pitch, volume, or quality of the
voice that distract their listeners. These are problems with the pitch,
 volume, or quality of the voice that distract their listeners. People with
voice disorders may have hoarse, breathy, nasal, or strained voices. They
may also have pain, discomfort, or fatigue when speaking. Voice
disorders can be caused by problems with the vocal cords, such as
nodules, polyps, cysts, or cancer. They can also be caused by overuse,
misuse, or abuse of the voice, such as from shouting, smoking, or
singing
 Aphasia- difficulty in comprehending speech. It is a language disorder
that affects the ability to understand and produce spoken and written
language. People with aphasia may have difficulty finding words,
forming sentences, reading, writing, or following conversations. They
may also have problems with memory, attention, or reasoning. Aphasia
can be caused by damage to the parts of the brain that control language,
such as from a stroke, brain injury, or dementia.
 Expressive Language Disorder- difficulty expressing oneself beyond
simple sentences. A developmental disorder that affects the ability to
express oneself beyond simple sentences. People with expressive
language disorder may have difficulty using grammar, vocabulary, or
word order. They may also have trouble telling stories, explaining ideas,
or answering questions. Expressive language disorder can be caused by
genetic factors, environmental factors, or other conditions, such as
autism, hearing loss, or intellectual disability.
 Central Auditory Processing Disorder (CAPD)- problems in processing
auditory information. A hearing disorder that affects the ability to
process auditory information. People with CAPD may have difficulty
hearing speech in noisy environments, following directions,
discriminating sounds, or remembering what they heard. They may also
have problems with reading, spelling, or learning. CAPD can be caused
by genetic factors, developmental factors, or brain injury.

2. Social/Emotional and Behavioral Difficulties

2.1 Autism- a condition manifested by different levels of impaired social
interaction and communication, repetitive behaviors and limited interests. A
child with autism may have trouble making eye contact, understanding facial
expressions, or taking turns in a conversation. They may also have difficulty
expressing their own emotions, thoughts, or needs. They may prefer to play
alone, or engage in repetitive behaviors, such as rocking, spinning, or lining up
objects. They may have limited interests, or become obsessed with certain
topics, such as trains, dinosaurs, or numbers. They may also have sensory
issues, such as being sensitive to sounds, lights, or textures. Autism is a
spectrum disorder, which means that the symptoms and severity can vary
widely among individuals.
2.2 Mental Retardation- refers to significant sub-average intelligence and deficits
in adaptive behavior. Learners tend to have trouble learning new skills,
remembering information, or solving problems. They may also have difficulty
applying their knowledge to different situations, or adapting to changes in their
environment. They may have a lower IQ than their peers, or perform poorly on
academic tests. They may also have challenges in social skills, communication
skills, or self-care skills, such as dressing, eating, or toileting. Mental
retardation can be caused by genetic factors, prenatal factors, or environmental
factors, such as infections, injuries, or malnutrition. Mental retardation can be
diagnosed by a psychologist or a pediatrician, who can also provide appropriate
interventions and supports.
2.3 Emotional/Conduct Disorder- involves the presence of emotional states.
Learners with emotional or conduct disorder may have frequent and intense
mood swings, such as anger, sadness, or anxiety. They may also have low self-
esteem, poor self-control, or low frustration tolerance. They may act out their
 emotions in inappropriate or aggressive ways, such as hitting, kicking, or biting.
They may also break rules, defy authority, or harm others or themselves. They
may have trouble making friends, getting along with others, or following social
norms. Emotional/conduct disorder can be caused by biological factors,
psychological factors, or environmental factors, such as trauma, abuse, or
neglect. Emotional/conduct disorder can be diagnosed by a psychologist or a
psychiatrist, who can also provide appropriate interventions and treatments.

JOHN RIC HALLARE - DISCUSSANT

II. Physical Disabilities & Health Impairment

- Show the picture
- can someone give your own interpretation to this image?
- okey very Good! The picture shows someone having disability. Later we will
discuss the physical disabilities and health impairments.
- Does the learner with disability allowed to enter school together with those learner's
who are not physically challenge? Yes but not all, because it really depends upon the
condition of the learner if their special needs can be cater to that classroom setting
and those person with disabilities who needs more special attention should be
enrolled to it's appropriate place where their needs can be cater with the guidance of
the professional on that field.

1. Physical and Health Impairment- involves physical or medical conditions (usually

long term) including one or more of these:
 Limited energy and strength
 Reduce mental alertness
 Little muscle alertness
Under this, it is referring to those who have disability and medical conditions, like for
example those innate condition in a long term just like limited energy and strength, some of the
learners possessed this kind of condition. As a teacher we can be considerate especially in
activities that requires full of energy, let them sit even in watching they can still learn from it.
Lets not use their condition to feel them less but let us show to them that they are belong.

2. Severe and Multiple Disabilities- refers to the presence of two or more different
types of disability, at times at a profound level. The combination of disabilities makes
it necessary to make specific adaptation and have more specialized educational
programs.
- From the word itself multiple this are referring to those person who possess not just
one but more than two different types of disability.
- Can you imagine having one impairment or disability it seems the world is too harsh
from us, how much more having multiple disabilities? We really don't know what
they are thinking, what they are going through but as a teacher we can inspired them
that they are love and they are accepted to the society.
- It was stated here about specialized educational program like for example IDEA
( Individuals with Disabilities Act) as what mentioned by the first discussant, it's
purpose is to ensure that all children with an identified disability should receive
special education and related services to address their individual needs.
- also the government helps the institution by means of conducting seminars for
Teachers to give information on how they are going to facilitate those learner's and
teach them what approaches to meet the needs of those learner's.

3. Sensory Impairments- a condition where one or more of our special senses is

malfunctioning.
It refers to our senses that has impairment.
  Visual Impairment- these are condition when there is malfunction of the eyes
or optic nerves that prevent normal vision even with corrective lenses.
These are the condition when there is malfunction to our eyes.
As a future Teacher what approaches we can do to help them?
- Those visually challenge they can occupy the front sit to atleast see the
materials posted on the board.
 Hearing Impairment- involves malfunction of the ear or auditory nerves that
hinders perception of sounds within the frequency range of normal speech.
- These are the condition when there is malfunction of the ear.
- What approaches we can do to help them?
- We can show them basic sign language or symbol to atleast understand them
what we are trying to say.

4. Giftedness- involves significantly high level of cognitive development. There is

unusually high ability of aptitude in one or more of these aspects, aptitude in
academic subject, creativity, visual or performing arts or leadership.
- We already familiar with the giftedness these are referring to those person that
possess intelligence especially multiple intelligences where in the intelligence varies
from the different aspect and different manner.
- We have this thing called accelerated meaning moves student through an
educational program at more rapid rate than their age.
- it is a challenge for us teacher on how we are going facilitate and approach them
thinking that their intelligence is above high than those average people.

III. People-First Language- this language trend involves:

1. Putting the person first, not the disability. (e.g., a person with disability, not a
disabled person).
2. People-first language tell us what conditions people have, not what they are (e.g.,
person with AIDS, rather than “AIDS victim”).
- A person with disability is a person first, because people with disabilities do not
want to be seen first by their disability.
- Their disabilities does not define who they are, these are not the hindrance for them
to achieve their dreams and make a meaningful impact to the society.
- The main point of the People-first language is to filterized those harsh words to
make it more acceptable for those person with disability.

3. Other suggestions for referring to those with disabilities include:

 avoid generic labels- like for example people with mental retardation,
preferably to mentally retarder. You can see the difference between the two
and the second statement is more nice and acceptable to call a person. Let's
practice this avoid generic labels.

 emphasizing abilities, not limitations- like for example uses a wheelchair is

preferable to confined to a wheelchair. Their disability doesn't mean they
can't do the things they want, there's a lot of person with disability that has a
unique skills like no hands at all but they can make up their faces, someone is
pilot without hands because there is no limitation to those who believe in the
power of their dreams.

 avoiding euphemism- (such as physically challenge) which are regarded as

condescending and avoid the real issues that results from disability. When we
say euphemism it is indirect word or expression substituted for one consider
to be too harsh. Let's avoid euphemism.
  avoiding implying illness or suffering- had polio is preferable to is a polio
victim and has sclerosis is preferable to suffers from multiple sclerosis.
Saying the right term is a must because we don't know the feeling of having
such conditions.

In conclusion People -first Language is about respect, it's about highlighting what a person can do. It's
about recognizing a person for who they are, not a disability. The most effective way to do this is to stop
the use of prejudicial language when referring to those individuals. Use Person -first Language because
words really do matter.

To end my report, always keep in mind about this quote.

" The only disability in life is a bad attitude"