This document discusses different categories of exceptionalities or disabilities as defined by IDEA. It describes several types of disabilities including learning disabilities, ADHD, speech and communication disorders, autism, mental retardation, emotional/conduct disorders, physical and health impairments, sensory impairments, and giftedness. It also discusses the differences between disability, handicap, and people-first language which emphasizes putting the person before their condition.
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This document discusses different categories of exceptionalities or disabilities as defined by IDEA. It describes several types of disabilities including learning disabilities, ADHD, speech and communication disorders, autism, mental retardation, emotional/conduct disorders, physical and health impairments, sensory impairments, and giftedness. It also discusses the differences between disability, handicap, and people-first language which emphasizes putting the person before their condition.
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Learners with
Exceptionaliti es Module 6 Disability
It is a measurable impairment or limitation that
interferes with a person’s ability. For example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or mental condition. IDEA Individuals with Disabilities Education Act IDEA is the law that provides comprehensive service and support for exceptional learners. Our very own 1987 constitution, article XIV, Sec. 2, used the word “disabled” in paragraph 5 Handicap
The word handicap does not have the same
meaning as disability. A handicap is a disadvantage that occurs as a result of a disability or impairment. Categories of Exceptionaliti es Specific Cognitive or Academic Difficulties LEARNING DISABILITIES Learning disabilities involve difficulties in specific cognitive 1 processes like perception, language, memory or metacognition that are not due to other disabilities like 2 mental retardation, emotional or behavioral disorder, or sensory impairments ATTENTION-DEFICIT HYPERACTIVITY ADHD is manifestedDISORDER in either or both of these:
1 Difficulty in focusing and maintaining attention
2 Recurrent hyperactive and impulsive disorder
Speech and Communication Disorder This is1 the difficulty in spoken language including voice disorders, inability to produce the sound correctly, stuttering, difficulty in spoken language comprehension that 2 significantly hamper classroom performance Categories of Exceptionaliti es Social/Emotional and Behavioral Difficulties AUTISM Autism is a condition manifested by different levels of impaired social interaction and communication, repetitive behaviors, and limited interests. Individuals with autism usually have an intense need for routine and a predictable environment. MENTAL Mental RETARDATION retardation refers to significant sub-average intelligence and deficits in adaptive behavior. There is difficulty in managing activities of daily living and in conducting themselves appropriately in social situations. EMOTIONAL/CONDUCT DISORDER This involves the presence of emotional states like depression and aggression over a considerable amount of time that notably disturb learning and performance in school. Physical Disabilities and Health Impairment PHYSICAL & HEALTH IMPAIRMENT This involves physical or medical conditions (usually long-term) including one or more of these:
1 limited energy and strength
2 reduced mental alertness
3 little muscle control
SEVERE & MULTIPLE DISABILITIES This 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 adaptations and have more specialized educational programs. Sensory Impairment VISUAL IMPAIRMENT These are conditions when there is malfunction of the eyes or optic nerves that prevent normal vision even with corrective lenses. HEARING IMPAIRMENT These involve malfunction of the ear or auditory nerves that hinders the perception of sounds within the frequency range of normal speech. GIFTEDNESS This involves a significantly high level of cognitive development. There is unusually high ability or aptitude in one or more of these aspects: intellectual ability, aptitude in academic subjects, creativity, visual or performing arts or leadership. People first language? What is people-first language? Just as the term would imply, this language trend involves putting the person first, not the disability(e.g., a person with a disability, not a disabled person). Thus, people-first language tells us what conditions people have, not what they are(Schiefel busch Institute, 1996). This is similar to saying “person with AIDS, rather than “AIDS victim”. Other suggestions for referring to those disabilities include: Avoiding generic level
Emphasizing abilities, not limitations
Avoid euphemisms
Avoid implying illness or suffering
LEADER
Trexie Hannah B. Sagadal
MEMBERS
Ailyn M. Ando Jen Jen M. Bereno Katleen Gedraga Richmond S. Batchar Mayian Atchaso