L1 Intro Flashcards
is one who deviates from
the normal child in mental, physical, emotional,
and social characteristics to the extent that
he/she requires special educational services.
Exceptional Children
TRUE or FALSE
Exceptional children are those children who have learning disabilities, sensory impairments, and behavioral problems.
FALSE
Although the information is correct, it not only them.
Exceptional Children are those who experience difficulties and those who are so superior that modifications in curriculum and instruction are necessary
an inclusive term that refers to children with
learning and/or behavior problems, children with
physical disabilities or sensory impairments, and
children who are intellectually gifted or have a special
talent
Exceptional Children
Enumerate the definitions of Exceptional Children
an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children who are intellectually gifted or have a special talent
An exceptional child is one who deviates from
the normal child in mental, physical, emotional,
and social characteristics to the extent that
he/she requires special educational services.
Who are the exceptional children
Children with special academic, intellectual, social and psychoemotional needs due to physical, sensory, cognitive, and behavioral
disability needing special care, attention, and
education for better adjustment.
Enumerate the categorization of Special or Exceptional Children
- Sensory Defects
- Mental or Intellectual Disorders
- Behavioral Disorders
- Neurological Defects
- Physical/Physiological Defects
blindness, deafness, muteness, speech handicapped, hearing handicapped, visual handicapped.
Sensory Defects
Aggressive or conduct disorder
Socially Withdrawn
Behavioral Disorders
ASD, ADHD, LD
Neurological Defects
Congenital Diseases, Cerebral Palsy, Cleft Palate, Crippled/Pollio Victim
Physical/Physiological Defects
Early beliefs centered on
superstitions, witchcraft and
generally not a supportive
environment for someone with disabilities.
Early History
Who and what era?
Were the first individuals to
work with children with
intellectual and developmental disabilities.
Toward the end of this era,
many institutions were in
existence in the United
States.
Jean-Marc Itard, Edouard Sequin;
19th Century: Era of Institutions
Who and what era?
Started programs for students with hearing
impairment and deafness
Dr. Thomas Gallaudet
19th Century: Era of Institutions
Isolated classes for students with disabilities were started in the United States
Early 20th Century: Era of Public School Classes
In 1992, __________ was founded in order to organize teachers who were working to help children with exceptionalities
Council for Exceptional Children
the post-WWII era saw the beginnings of special programs for children with exceptionalities. This era included the civil rights movement for our country.
1950s and 1960s: Era of
Legislation and National Support
many lawsuits, class
action suits, and laws were
established to provide services for students with disabilities
1970: Era of Normalization, Child Advocacy, and Litigation
1990:
Era of Rededication, Redefinition, and Refinement
Enumerate the 2 laws in the PH
RA 7277 (Magna Carta for Disabled Persons)
RA 9442 (PWD Act of 2007)
RA 9442 is designed to…
RA 9442 was designed to ensure that all PWD are given equal opportunities in various sectors such as education, employment, healthcare, and social services. It mandates that public and private establishments make their facilities accessible to PWDs.
Refers to categorizing individuals based on their
perceived differences, particularly in relation to
disabilities. This caninfluence how individuals
are treated and perceived by society.
Labeling
TRUE OR FALSE
One of the ETHICAL CONCERNS is:
Labeling can have both positive and negative
effects. On the other hand, it can provide a framework for identifying and addressing
specific needs Also, labels can lead to stigmatization, low expectations, and
social exclusion.
True
TRUE OR FALSE
The way labels are used in educational settings
affects a child’s self-esteem and social relationships. Labels can limit a child’s potential if they are viewed solely through a deficit lens,
rather than considering their strengths.
TRUE
Impact on Identity
TRUE OR FALSE
Recent approaches to address the ethical concerns, labelling, and impact on identity is to use person second language.
FALSE, Person First Language
Involves presenting them in terms of both their challenges and strengths. This approach promotes a more holistic and respectful
understanding of their individuality.
Describing People with Differences
A child with exceptionalities should be viewed through a lens that highlights their abilities, not just their challenges.
Holistic Descriptions
Describing children with differences involves using language that emphasizes the person first and avoids reducing them to a diagnosis. This aligns with the principles of inclusive education and helps foster an environment of acceptance and empowerment.
Inclusive Language
Descriptions should be tailored to each child,
recognizing that every exceptional child is unique, and their needs may vary significantly.
Individualized Support
Involves integrating insights and methods from various fields of expertise (e.g., psychology, education, medicine, social work) to support children’s disabilities in a holistic manner.
Multidisciplinary Perspectives on Children with Disabiltiies
Professionals from different disciplines—such as
psychologists, special education teachers, social
workers, and healthcare providers—work
together to create a comprehensive support plan
for exceptional children.
Collobartion
Ensures that all aspects of a child’s life,
including cognitive, emotional, social, and
physical development, are addressed.
Holistic Approach
Families are central to the multidisciplinary
team, as they provide vital information and
context for understanding the child’s needs and
strengths.
Family Involvement
Assessment and diagnosis involve identifying
and understanding the specific needs, strengths,
and challenges of exceptional children to inform intervention strategies.
Assessment and Diagnosis
● Include cognitive assessments, behavioral
observations, emotional evaluations, and
adaptive functioning tests.
● The aim is to identify developmental, learning,
and behavioral issues to help guide intervention
Types of Assessments
● Early and accurate diagnosis is essential for
implementing effective interventions, especially
for children with developmental or learning
disabilities.
Importance of Early DIagnosis
● Psychologists, medical professionals, and
special educators collaborate to ensure a
well-rounded and comprehensive assessment
process.
Professional Involvement
involves various stages
designed to support exceptional children, from
assessment through intervention and
monitoring:
Components of Helping Process
Stages of the Helping Process
- Assessment
- Planning
- Intervention
- Monitoring
● Identifying the child’s needs, strengths, and
challenges
Assessment
● Developing individualized education plans (IEPs) or intervention strategies.
Planning
● Providing therapeutic, educational, or social
support to meet the child’s needs.
Intervention
● Regularly reviewing progress to ensure the child
is receiving effective support.
Monitoring
Steps Information Processing Model
- Children receive information from their sense
(attention) - Information is processed through memory classification and reasoning abilities (thinking)
- Children respond to information through output
(responses) : speaking, writing, motor response,
dancing, running, social interactions,
In interaction of heredity and environement
Pre-1960:
Heredity determines intelligence
In interaction of heredity and environment
1960:
Environement determines intelligence
In interaction of heredity and environement
Around 1990
Heredity and environment interact.
International project intending to identify all human genes and make
them available for further biological studies. Goal was accomplished in 2003
Human Genome Project
What are the families reaction when their child has exceptional need
Shock or Loss
Denial
Guilt
Anger
Sadness Adjustment
Severe Depression (before adjustment)
Intervention
power provided to family, and the entire family is unit of support for intervention
Family Centered Model
Intervention
-interactions with environment.
-modify learning and improve the environement
Ecological Model
A “meeting place” between the cultural goals and expectations of the family and those of the professionals who work with the child.
Cultural Reciprocity
The general gap in ability
or performance between
the child with disabilities
and his/her peers.
Inter-Individual DIfferences
A major variation in the
abilities or development
of a single child.
Intra-individual Differences
