Module 3 Lesson 3

Difference
Between Disability
and Handicap
Disability. It is measurable impairment or
limitation that “interferes with the person‘s ability,
for example, to walk, lift, hear, on learn. it may
refer to a physical, sensory, or mental condition“
(Schiefelbusch Institute, 1996). The word disability
has become the more excepted term, having
replaced the word handicap in federal laws in the
US, one of which is the individuals with disabilities
indication at (IDEA). IDEA is the law that provides
comprehensive service and support for exceptional
learners. Our very own 1987 Philippine
Constitution, article XIV, Sec. 2, uses the word
“disabled“ in paragraph (five) “Provide adult
citizens, the disabled, and out-of-school youth with
training...
Handicap. The word handicap does not have the same
meaning as disability. Handicap is a disadvantage that
occurs as a result of a disability or impairment. It is the
extent to which a disability handicaps an individual
can vary greatly. Two persons may have the same
disability but not the same degree of being
handicapped. For example, they both have a hearing
impairment, one knows sign language and can read
lips while the other cannot. The first individual would
not have as much handicap as the second one. Another
example, two persons who have move around on a
wheelchair, the one studying in a school campus with
wheelchair accessibility in all areas would be less
handicapped then one in the school without
wheelchair accessibility.
 Categories of
Exceptionalities
There are different ways of presenting categories of
exceptionalities. Special education practitioners would have
varying terms and categories. For dish for the introduction of
categories, we are basing it on the categories found in Omrod’s
Educational psychology (2000).
Categories of Exceptionalities

A.Specific Cognitive or Academic

Difficulties
B.Social/Emotional and Behavioral
Difficulties
C.Physical Disabilities and Health
Impairments
D.Sensory Impairments
E. Giftedness
Categories of Exceptionalities

A.Social/Emotional and Behavioral Difficulties

a. Learning Disabilities
b. Attention-Deficit Hyperactivity Disorderc
c. Speech and Communication Disorders
Categories of Exceptionalities

B. Social/Emotional and Behavioral Difficulties

a. Autism
b. Mental retardation

c. Emotional/conduct disorders

C. Physical Disabilities and Health Impairments

a. Physical and Health Impairments

b. Severe and Multiple Disabilities

Categories of Exceptionalities
D. Sensory Impairments

a. Visual Impairments

b. Hearing Impairment

E. Giftedness
 Module 4 – BEHAVIORIST
PERSPECTIVE
Lesson 1

ADVOCACY ON THE EDUCATION OF

CHILDREN WITH SPECIAL NEEDS
 Law of Effect
If you study and then get a good grade on a
test, you will be more likely to study for the
next exam. If you work hard and then
receive a promotion and pay raise, you will
be more likely to continue to put in more
effort at work.
Law of Exercise
Aw of Exercise
Law of Readiness
Differentiate Classical
and Operant
Conditioning
 First, let's visit Mr. Pavlov. He studied what is called classical conditioning. You'll sometimes also hear this referred
to as respondent conditioning. In classical conditioning, learning refers to involuntary responses that result from
experiences that occur before a response.

 Classical conditioning occurs when you learn to associate two different stimuli. No behavior is involved. The first
stimulus that you will encounter is called the unconditioned stimulus. An unconditioned stimulus produces a
response without any previous learning. This response is called an unconditioned response.

 For an example of a stimulus that evokes an unconditioned response, let's imagine a kiss. Kissing creates
involuntary arousal responses; it causes you to experience an elevated heart rate, for example. This is a natural
response, it is not learned, and it happens automatically. The unconditioned stimulus in this example is the kiss,
and the elevated heart rate is the unconditioned response.

 In classical conditioning, you now add a neutral stimulus to the experience. It is called a neutral stimulus because it
is not associated with the unconditioned response. Thinking of our example of a kiss, imagine that your favorite
song is playing when you kiss. The song will be the neutral stimulus. When the song is paired with kissing, your
heart rate still increases because of the kiss. However, after repeated pairing of your favorite song with the act of
kissing, your brain will start to think, 'I hear my favorite song, so kissing must be going to happen soon!' Because of
this, you will experience an increased heart rate when you hear your favorite song. Your brain is now associating
your favorite song with kissing. Rather than continuing as a neutral stimulus, the song has become a conditioned
stimulus because it produces a response with or without the occurrence of kissing. The increased heart rate is an
unconditioned response following kissing, but now also becomes a conditioned response when it follows your
favorite song. It is a conditioned response following the song because the song would not produce the elevated
heart rate if it were not associated with the act of kissing.
 Next, let's visit Mr. Skinner. He studied what is called operant conditioning. You'll sometimes also hear this referred to as instrumental
conditioning. In operant conditioning, learning refers to changes in behavior as a result of experiences that occur after a response.

 Operant conditioning involves changing voluntary behaviors. A behavior response is followed by either reinforcement or punishment.
Reinforcement following a behavior will cause the behavior to increase, but if behavior is followed by punishment the behavior will
decrease.

 Let's go back to the example of the kiss. What would happen if the person put their arms around you and kissed you back enthusiastically?
This would be an example of reinforcement and would probably increase the likelihood that you would seek another kiss from the person.

 There are two types of reinforcement. Positive reinforcement refers to the addition of something positive. Examples of this would be
offering praise or a treat when a desired behavior is displayed. Negative reinforcement occurs when something undesirable is removed
whenever a behavior is displayed. Examples of this would be taking aspirin to get rid of a headache or doing the dishes to avoid a fight
with your roommate.

 Because of its name, negative reinforcement is often confused with punishment. The key difference is that negative reinforcement involves
the removal of a negative consequence to increase the likelihood of a response. Reinforcement always increases the occurrence of a
response, while punishment always decreases the occurrence of a response.

 Now, let's think of the example of the kiss again. What would happen if, when you attempted to kiss someone, the person became angry
and they pushed you away? This would be an example of punishment, and it would probably decrease the likelihood that you would seek
a kiss from the person again.

 There are also two types of punishment that occur in operant conditioning. Positive punishment is the addition of something undesirable.
Examples would be a child receiving a spanking or receiving extra chores for misbehaving. The other type of punishment is negative
punishment. Negative punishment is the removal of something pleasing. Examples would be a child being placed in timeout or losing
video game privileges for misbehavior.
 Module 4 Lesson 2

NEO-BEHAVIORISM: TOLMAN
AND BANDURA
Differentiate Tolman and
Bandura’s theory