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Areas of exceptionality

An Overview of Exceptionality:
According to the National Information Center for Children and Youth with Disabilities
(NICHCY), 6.6 million U.S. children received some sort of special education services in the
2003-04 school years. In the 2003-2004 school year, fourteen percent of all students enrolled in
public schools (grades K12) received services in federally supported programs for children with
disabilities, up from 8 percent in 1977(U.S. Department of Education, 2000). These students
have a range of differences, from specific learning disabilities to severe restrictions of movement
or communication.
We all have strengths in some areas and weaknesses in others. A student may have severe
problems in math and science but be a gifted public speaker with a talent for learning foreign
languages. A student may be an intelligent, creative learner in all academic areas, but may be
hampered by a wheelchair that makes many locations and activities inaccessible. For example,
have students like these in classroom:

Ali, a tall fifth grader, can throw a baseball at eighty miles per hour yet cannot hear.

Ahmad, an excellent mountain climber, cannot see.

Fazia, whose drawings and paintings show a sophisticated understanding of composition

and color, reads two years beneath her grade level.

As a teacher, we must carefully evaluate each childs strengths and weaknesses. The process of
assessing a childs learning needs includes
(1)- Evaluation and screening by psychologists and therapists, and
(2) Determining the childs day-to-day specific needs in academic, social, and creative realms.
Deciding whether a student needs special education services rests on the degree to which a
disability interferes with normal functioning..
Students with exceptionalities might be any sort of placement, from the regular classroom to a
special school or residential setting.
A child who has exceptionality has some area of functioning in which he or she is significantly
different from an established norm. This definition includes both students with disabilities and
those with special gifts or talents.
If IQ score of someone is between 80 and 120, he/she is considered of normal intelligence.

If IQ score is above 120, may be identified as gifted,

And if IQ score is lower than 80, may be labeled developmentally disabled or mentally
retarded. Of course, intelligence tests are not always accurate, and educators consider further
measures of ability and achievement before placing a child in a special category.
Definition of exceptional
Any behavior or performance outside the normal range is exceptional. If exceptionality
interferes with normal functioning across various situations, educators consider labeling a
student as exceptional in order to provide services. For all disabilities, the process of screening,
identification, and labeling includes numerous evaluations and observations.
any individuals whose physical, mental or behavioral performance is so different from the
norm--either higher or lower--that additional services are needed to meet the individuals needs.
Exceptional children and youths are those who require special education and related services if
they are to realize their full human potential. They require special education because they are
markedly different from most children in one or more of the following ways: They may have
mental retardation, learning disabilities, emotional or behavioral disorders, physical disabilities,
disorders of communication, autism, traumatic brain injury, impaired hearing, impaired sight, or
special gifts or talents.
Areas / categories of Exceptional Children and Adults:
Mental Retardation
Learning Disabilities
Emotional or Behavioral Disorders
Communication(speech and language ) Disorders
Hearing Impairments
Visual Impairments
Physical Disabilities
Severe handicaps
Giftedness
Explanation of the following above categories are given below
1. Mental Retardation/intellectual disability :
Numerous definitions of mental retardation have been proposed, debated, revised over the
years the debate over definition continuous today.
Mental Retardation (Due to the stigma of this term, many states are using the terms
intellectual disability or cognitive impairment): Significant limitations in cognitive ability
(IQ 70 or below) with deficits in adaptive behavior (practical skills such as hygiene, money,
cooking, basic work skills); severity ranges from mild MR to severe MR in which individuals
need full personal assistance in basic life activities like eating and toileting.
Intellectual disability (ID), once called mental retardation, is characterized by below-average
intelligence or mental ability and a lack of skills necessary for day-to-day living. People with
intellectual disabilities can and do learn new skills, but they learn them more slowly. There are
varying degrees of intellectual disability, from mild to profound.

What is intellectual disability?

Someone with intellectual disability has limitations in two areas. These areas are:

Intellectual functioning. Also known as IQ, this refers to a persons ability to learn,
reason, make decisions, and solve problems.

Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to
communicate effectively, interact with others, and take care of oneself.

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100. A person is

considered intellectually disabled if he or she has an IQ of less than 70 to 75.
To measure a childs adaptive behaviors, a specialist will observe the childs skills and compare
them to other children of the same age. Things that may be observed include how well the child
can feed or dress himself or herself; how well the child is able to communicate with and
understand others; and how the child interacts with family, friends, and other children of the
same age.
Intellectual disability is thought to affect about 1% of the population. Of those affected, 85%
have mild intellectual disability. This means they are just a little slower than average to learn new
information or skills. With the right support, most will be able to live independently as adults.
IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100. A person is
considered intellectually disabled if he or she has an IQ of less than 70 to 75.
To measure a childs adaptive behaviors, a specialist will observe the childs skills and compare
them to other children of the same age. Things that may be observed include how well the child
can feed or dress himself or herself; how well the child is able to communicate with and
understand others; and how the child interacts with family, friends, and other children of the
same age.
Intellectual disability is thought to affect about 1% of the population. Of those affected, 85%
have mild intellectual disability. This means they are just a little slower than average to learn new
information or skills. With the right support, most will be able to live independently as adults.
Signs of intellectual disability in children
There are many different signs of intellectual disability in children. Signs may appear during
infancy, or they may not be noticeable until a child reaches school age. It often depends on the
severity of the disability. Some of the most common signs of intellectual disability are:

Rolling over, sitting up, crawling, or walking late

Talking late or having trouble with talking

Slow to master things like potty training, dressing, and feeding himself or herself

Difficulty remembering things

Difficulty with problem-solving or logical thinking

In children with severe or profound intellectual disability, there may be other health
problems as well. These problems may includes, mental disorders, motor handicaps,
vision problems, or hearing problems.
2. Learning disabilities
Learning disabilities (LDs) are real. They affect the brain's ability to receive process, store,
respond to and communicate information. LDs are actually a group of disorders, not a single
disorder. Learning disabilities are not the same as intellectual disabilities (formerly known as
mental retardation), sensory impairments (vision or hearing) or autism spectrum disorders.
People with LD are of average or above-average intelligence but still struggle to acquire
skills that impact their performance in school, at home, in the community and in the
workplace. Learning disabilities are lifelong, and the sooner they are recognized and
identified, the sooner steps can be taken to overcome the challenges they present.

Identification of learning disabilities

The hallmark sign of a learning disability is a distinct and unexplained gap between a person's
level of expected achievement and their performance. Learning disabilities affect every person
differently and they present differently at various stages of development. LDs can range from
mild to severe and it is not uncommon for people to have more than one learning disability. In
addition, about one-third of individuals with LD also have Attention-Deficit/Hyperactivity
Disorder (ADHD). While LD and ADHD can share common features, such as difficulties with
concentration, memory, and organizational skills, they are not the same types of disorder.
Unfortunately, LD is often confused with ADHD and is frequently mistaken as laziness or
associated with disorders of emotion and behavior. A careful and thorough review of concerns,
with input from multiple sources (including parents, educators, physicians, psychologists,
speech-language providers and, of course, the person themselves) is the only way to rule in or
rule out a learning disability.
Learning disabilities can affect a persons ability in the areas of

Listening
Speaking
Reading
Writing
Spelling
Reasoning
Mathematics

Chart below for specific types of learning disabilities and related disorders

Disability

Dyslexia

Dyscalculia

Dysgraphia

Dyspraxia

Area of difficulty

Processing language

Math skills

Written expression

Symptoms include trouble

with

Reading

Writing

Spelling

Computation

Remembering math
facts

Concepts of time and

money

Handwriting

Spelling

Composition

Fine motor skills

Example
Confusing letter
names and sounds,
difficulties blending
sounds into words,
slow rate of reading,
trouble remembering
after reading text

Difficulty learning to
count by 2s, 3s, 4s,
poor mental math
skills, problems with
spatial directions

Illegible handwriting,
difficulty organizing
ideas for writing

Trouble with scisso

Coordination

Manual dexterity

Information Processing Disorders

Language
development

Reading

Auditory Processing Interpreting auditory

Disorder
information

Reading
Visual
Processing
Disorder

Interpreting visual
information

Writing
Math

Difficulty anticipating
how a speaker will end
a sentence

Difficulty
distinguishing
letters like h and
n

3. Behavior Disorders/Emotional disorders: A learning disorder characterized by specific

behavior problems over such a period of time, and to such a marked degree, and of such a
nature, as to adversely affect educational performance, and that may be accompanied by
one or more of the following:

An inability to build or to maintain interpersonal relationships with peers and teachers.

excessive fears or anxieties under normal circumstances

a tendency to compulsive reaction;

An inability to learn that cannot be explained by intellectual, sensory, or other health factors.
Students with emotional and behavioral disorders can be among the most difficult to teach in a
regular class. Behavior becomes a problem when it deviates so greatly from appropriate
behaviors for the childs age group that it significantly interferes with the childs own growth and
development and the lives of others.
Classification of childrens behavior disorders
Quay and Peterson (1987) describe four types of dimensions of emotional/behavioral disorders.
1. Conduct disorder:

Children who have conduct disorders are Aggressive, Destructive, Disobedient, and
Uncooperative disruptive, get in to fights, they have been corrected and punished for the same
misbehavior countless times. As students such children can present a real challenge to teachers,
who often feel frustrated and angered by their noncompliance and disregard for others. The
support of the school counselor is helpful, as well as that of school-based therapists or outside
professionals who are involved with the child, developing a working relationship with parents
can be important, too.
2. Personality disorder:
In children is identified by social withdrawal, anxiety, , shy, depressed, and hypersensitive,
feelings of inferiority and unhappiness who cry easily and have little confidence, .These children
have few social skills and very few friends.
3. Attention problems immaturity:
This category includes a short attention span, frequent day dreaming little initiative,
messiness, and poor coordination. If an immature student is too far behind others in the
class then it is necessary should consult the school psychologist, guidance counselor or
another mental health professional. These students are restless and tense, they seem
unable to sit still or stop talking.
4. Socialized aggression:
Students in this group are often members of gangs .They may steal because their peer
culture expects it .They feel pride in belonging to such group.

4 -Communication (speech and language) disorders:

Communication is the exchange of information and ideas. It is an interactive process requiring at
least two parties to play the role of both sender and receiver. e.g we observe and take part in
thousands of communicative interactions every day .infant cries and her mother reacts by picking
her up.
Communication is impairment in the ability to receive, send, process, and comprehend concepts
or verbal, nonverbal and graphic symbol systems. A communication disorder may be evident in
the processes of hearing, language, and/or speech. A communication disorder may range in
severity from mild to profound. It may be developmental or acquired. Individuals may
demonstrate one or any combination of communication disorders. A communication disorder
may result in a primary disability or it may be secondary to other disabilities.
A) speech disorder
A speech disorder is an impairment of the articulation of speech sounds, fluency and/or voice.
1. An articulation disorder is the typical production of speech sounds characterized by
substitutions, omissions, additions or distortions that may interfere with intelligibility.

2. A fluency disorder is an interruption in the flow of speaking characterized by a typical

rate, rhythm, and repetitions in sounds, syllables, words, and phrases. This may be
accompanied by excessive tension, struggle behavior, and secondary mannerisms.
3. A voice disorder is characterized by the abnormal production and/or absences of vocal
quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an
individual's age and/or sex.
A language disorder is impaired comprehension and/or use of spoken, written and/or other
symbol systems.
The disorder may involve
(1) the form of language (phonology, morphology, and syntax)
(2) the content of language (semantics)
(3) the function of language in communication (pragmatics) in any combination.
Form of language

Phonology is the sound system of a language and the rules that govern the sound
combinations.

Morphology is the system that governs the structure of words and the
construction of word forms.

Syntax is the system governing the order and combination of words to form
sentences, and the relationships among the elements within a sentence
Content of Language

Semantics is the system that governs the meanings of words and sentences.

Function of Language
o Pragmatics is the system that combines the above language components in
functional and socially appropriate communication.
5- Hearing impairments
When we speak of a person with normal hearing, we generally mean that she has enough
hearing to understand speech. Assuming that listening conditions are adequate, a person with
normal hearing can interpret speech in everyday situations without relying on any special device
or technique

Definition of Hearing impairments : A hearing impairment is a hearing loss that prevents a

person from totally receiving sounds through the ear. If the loss is mild, the person has difficulty
hearing faint or distant speech. A person with this degree of hearing impairment may use a
hearing aid to amplify sounds.
If the hearing loss is severe, the person may not be able to distinguish any sounds.
There are four types of hearing loss:

Conductive: caused by diseases or obstructions in the outer or middle ear that usually
affects all frequencies of hearing. A hearing aid generally helps a person with a
conductive hearing loss.

Sensor neural: results from damage to the inner ear. This loss can range from mild to
profound and often affects certain frequencies more than others. Sounds are often
distorted, even with a hearing aid.

Mixed: occurs in both the inner and outer or middle ear.

Central: results from damage to the central nervous system.

People with hearing impairment can communicate using numerous methods of communication,
such as:

American Sign Language (ASL): This is the primary language of people who are deaf. It
consists of a combination of hand movements and positions to express thoughts and
phrases.

Finger spelling: This is a manual form of communication in which the hand and fingers
spell out letters of the alphabet to form words.

Lip-reading: This is a difficult skill used only by about 10% of people with hearing
impairments. Therefore, don't assume that a deaf person to whom you are speaking can
lip read. Even if a person cannot lip read, however, being allowed to see the speaker's
mouth provides helpful visual cues.

Written communication ("Pad and Pencil"): This is a fairly simple way to communicate
with a person who is deaf. Remember, however, that sign language is the primary
language for most persons who are deaf; English is a second language, so keep your
words simple.

6- Visual impairment
Visual impairment is when a person has sight loss that cannot be fully corrected using glasses
or contact lenses. It's estimated that as many as two million people in the UK may be living with
this sort of sight problem. Of these, around 365,000 are registered as blind or partially sighted.

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Causes of vision impairment

Vision may be impaired due to multiple reasons.

These could be due to eye damage,

Failure of the brain to receive and read the visual cues sent by the eyes etc.

Underlying diseases may also cause visual impairment

Age-related macular degeneration

Raised pressure within the eyes leading to glaucoma.

Psychology and Students with Visual Impairments

The principle that every student is an individual with individual needs is particularly true for
students with visual impairments, as strategies which suit one student may be irrelevant, even
hampering, to another. Only the visually impaired person can really say what they can, or cannot,
see.
Students may have developed their own coping strategies and techniques and so it is essential for
the student to be closely involved in discussion of teaching strategies appropriate to their
situation.
Blind and partially sighted students are more dependent on their hearing for information
gathering. People who have been blind since birth may have missed out on informal
opportunities for learning to read, for example through the experience of signs and labels in
everyday life. They will also have a conceptual framework for such concepts such as distance,
dimensions and scale that is not drawn from visual images. They might have missed out on
gathering everyday practical information about the world around them, which sighted people
take for granted, and may therefore need to be introduced to new situations in a practical
experimental manner before moving on to form concepts.
7-Physical and other health impairments
Definition
Placement in special classes, separate schooling, or other removal of a student from the regular
education environment occurs only when the nature or severity of the disability is such that
education in a regular class with the use of supplementary aids and services cannot be achieved
satisfactorily.

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Occurs in early pregnancy

Mothers taking folic acid reduce the risk

Usually does not affect intelligence

Other Health Impaired
Chronic health problems those that have an adverse impact on educational performance

Chronic: develops slowly and has long-lasting symptoms

Acute: develops quickly with intense symptoms that last a relatively short period of time
8-Severe handicaps
Children with severe handicaps have behavior concerns and minimal ability or cannot perform or
haven't yet learned many of the basic self-help skills. Some sources of research estimate that
somewhere between 0.2-0.5percent of school aged children are identified as having a severe
handicap. Although this population is low, times have changed and these children are rarely
excluded from public education. They are in fact a part of special education. After all, with the
incredible growing technologies and trained professionals, we can hold higher expectations than
previously before possible.
Usually children with severe handicaps are born with it
Causes include:

Chromosomal abnormalities

Postnatal difficulties

Gestational (prematurity)

Maldevelopment of the brain and or spinal cord

Infections

Genetic disorders

Injuries from accidents

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There are still major issues related to inclusion of students with severe handicaps. Many teachers
don't feel they have the professional training required to meet their needs, schools to determine
how best their educational needs can be met. However, the reality is that these children have a
right to be included into all aspects of society equipped to meet their needs and more research
needs to be done to determine how best their educational needs can be met. However, the reality
is that these children have a right to be included into all aspects of society.
9-Gifted and talented
The term 'gifted and talented' when used in respect to students, children, or youth means [those
who show] evidence of high performance capability in areas such as intellectual, creative,
artistic, or leadership capacity, or in specific academic fields, and who require services or
activities not ordinarily ...OR
Children and youth with outstanding talent who perform or show the potential for performing at
remarkably high levels of accomplishment when compared with others of their age, experience,
or environment.
(US Department of Education, 1993)
How to Identify a Gifted Child
Most identification happens in schools and is for the purpose of selecting students to participate
in the schools gifted program. There are no nation-wide or even state-wide standards for
identification. Each school district makes a determination about which and how many students it
is able to service within its programs based on its definitions, philosophy and resources.
Here are some general issues in identification that parents should use when they work with their
childs school:

Ability vs. Achievement

Tests vs. Grades
Standardized Testing
Ability
IQ
Creative and Critical Thinking
Achievement

Characteristics/Signs of Gifted Children

Gifted students are often perfectionist and idealistic.

Gifted students may be so far ahead of their chronological age mates that they know half
the curriculum before the school year begins!
Gifted children are problem solvers.
Gifted students who do well in school may define success as getting an A and failure as
any grade less than an A.

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