01 Flashcards
including children who are intellectually superior (gifted) and children who areslow to learn (have intellectual and developmental disabilities)
intellectual dif erence
including children with learning disabilities, speech and language disabilities, or autism
communication difference
, including children with auditory or visual impairments behavioral differences,including children who are emotionally disturbed or socially maladjusted
sensory differences,
including children with combinations of impairments(such as cerebral palsy and mental retardation, or deafness and blindness
multiple and severe handicapping conditions
including children with nonsensory impairments that impede mobility andphysical vitality
physical differences
Developmental disability that significantly affects verbal and nonverbal
communication and social interaction, generally evident before age 3, and that
adversely affects a child’s educational performance
Autism
Signifcantly limited, impaired, or delayed capacity to use expressive and/or
receptive language, exhibited by difficulties in one or more of the following
areas: speech, such as articulation and/or voice; conveying, understanding, or
using spoken, written, or symbolic language
Communication impairment
Significantly limited, impaired, or delayed learning capacity of a young child
(3-9 years old), exhibited by difficulties in one or more of the following areas:
receptive and/or expressive language cognitive abilities; physical functioning;
social, emotional, or adaptive functioning; and/or self-help skills
Developmental delay
One or more of the following characteristics exhibited over a long period of
time and to a marked degree that adversely affects educational performance: an
inability to learn that cannot be explained by intellectual, sensory, or health
factors; an inability to build or maintain satisfactory interpersonal relationships
with peers and teachers; inappropriate types of behavior or feelings under
normal circumstances; a general pervasive mood of unhappiness or depression;
or a tendency to develop physical symptoms or fears associated with personal or
school problems
Emotional impairment
Chronic or acute health problem such that the physiological capacity to
function is significantly limited or impaired and that results in limited strength,
vitality, or alertness, including a heightened alertness to environmental stimuli,
resulting in limited alertness with respect to the educational environment
Health impairment
Significant limitation or impairment in the permanent capacity for performing
cognitive tasks, functions, or problem solving, exhibited by more than one of the
following: a slower rate of learning, disorganized patterns of learning, dificulty
with adaptive behavior, and/or difficulty understanding abstract concepts
Intellectual impairment
Limitation or impairment in the capacity of the nervous system, with difficulties
exhibited in one or more of the following areas: the use of memory, the control
and use of cognitive functioning, sensory and motor skills, skills in speech and
language, organizational skills, information processing, affect, social skills, or
basic life functions
Neurological impairment
Significant limitation, impairment, or delay in physical capacity to move,
coordinate actions, or perform physical activities, exhibited by difficulties in
one or more of the following areas: physical and motor tasks, independent
movement, performing basic life functions. The term shall include severe
orthopedic impairments or impairments caused by congenital anomaly, cerebral
palsy, amputations, and fractures if such impairment adversely affects a student’s
educational performance.
Physical impairment
Sensory impairment
Limitation, impairment, or absence of the capacity to hear with
andcation, resulting in one or more of the following: reduced perfomance
in hearing acuity tasks, difficulty with oral communication, and/or difficulty in
understanding auditorally presented information in the education environment.
The term includes students who are deaf and students who are hard of hearing.
Hearing
Sensory impairment
Limitation, impairmnent, or absence of capacity to see after correction,
resulting in one or more of the following: reduced performance in visual
acuity tasks, difficulty with written communication, and/or difficulty with
understanding information presented visually in the education environment.
The term includes students who are blind and students with limited vision.
Vision
Sensory impairment
. Concomitant hearing and visual impairment, the combination
of which causes severe communication and other developmental and
educational needs
Deafblind
Disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, that may manifest
itself in an imperfect ability to listen, think, speak, read, write, spell, or
do mathematical calculations, including conditions such as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia
Disorders not incuded: Learning problems that are primarily the result of visual,
hearing, or motor disabilities, of mental retardation, of emotional disturbance,
or of environmental, cultural, or economic disadvantage
Specific learning disability
includes children who experience difficulties in learning as well
as those whose performance is so advanced that modifications in curriculum and instruction are
necessary to help them fulfill their potential.
exceptional children
is an inclusive term that
refers to children with learning and/or behavior problems, children with physical disabilities or
sensory impairments, and children with superior intellectual abilities and/or special talents.
exceptional children
The
term ______ is more restrictive than exceptional children because it does not
include gifted and talented children. L
students with disabilities
refers to the loss or reduced function of a particular body part or organ (e.g., missing
limb).
Impairment
exists when an impairment limits a person’s ability to perform certain tasks (e.g.,
walk, see, read).
disability
_______ is not handicapped, however, unless the disability
leads to educational, personal, social, vocational, or other problems. For example, if a child who
has lost a leg learns to use a prosthetic limb and functions in and out of school without problems,
she is not handicapped, at least in terms of her functioning in the physical environment.
person with a disability
refers to a problem or a disadvantage a person with a disability or impairment
encounters when interacting with the environment. The child with a prosthetic limb may be
handicapped (i.e., disadvantaged) when competing against peers without disabilities on the
basketball court but experience no disadvantage in the classroom. Many people with disabilities
experience handicaps that are the result of negative attitudes and inappropriate behavior of others
who needlessly restrict their access and ability to participate fully in school, work, or community
activities.
Handicap
refers to children who are considered to have a greater than usual chance of
developing a disability. Educators often apply the term to infants and preschoolers who, because
of biological conditions, events surrounding their births, or environmental deprivation, may be
expected to experience developmental problems at a later time. The term is also used to refer to
students who are experiencing significant learning or behavioral problems in the regular
at risk
differ so markedly
from the norm that an individually designed program of instruction—special education—is
required if they are to benefit fully from school.
exceptional children
4 Main Types of Exceptional Children | Psychology
Type # 1. The Intellectually Exceptional Child
Type # 2. The Physically Handicapped
Type # 3. The Emotionally Disturbed Children
Type # 4. The Multi-Handicapped or Multiple-Handicapped Child
There are three groups comprising the intellectually exceptional children.
gifted child, the child with superior intellect.
The slow-learners
The mentally handicapped or the educable mentally retarded pupils
The mentally difficult or trainable.
Exceed in
terms of intelligence quotient, 25 or 130 and generally fall within the range between 1Q, 130 and
180 or above.
Gifted children
somewhere
between 80 and 95.
slow-learners
possess I.Q., between
approximately 50 to 75.
mentally handicapped or the educable mentally retarded pupils
possessing I.Q., scores between 30 and 50.
mentally difficult or trainable. Mentally retarded children
children with impaired vision
• children with impaired hearing
• children with speech handicaps
• children with orthopedic and neurological impairment
The Physically Handicapped
include those with behaviour problems and those who are
socially maladjusted or the delinquents.
emotionally disturbed children
has a problem of exceptionality
which is highly complicated. Children may be mentally retarded as well as speech
handicapped. They may be at the time suffering from epilepsy.
• They may have cerebral palsy with mental retardation and epilepsy. They may be deaf,
blind and mentally handicapped. They may be mentally defective, speech handicapped
and suffer at the same time from behaviour disturbances.
The multi-handicapped or multiple-handicapped
