Module in Facilitating Learning
MODULE 6. LEARNERS WITH EXCEPTIONALITIES
Overview:
One significant factor that highlights individual differences and diversity in
learning is the presence of exceptionalities. We commonly refer to learners with
exceptionalities as persons who are different in some way from the “normal” or
“average”. The term “exceptional learners” includes those with special needs related to
cognitive abilities, behaviour, social functioning, physical and sensory impairments,
emotional disturbances, and giftedness. Most of these learners require a lot of
understanding and patience as well as special education and related services if they are
to teach their full potential of development.
Learning Outcomes:
1. Describe the basic categories of exceptional learners.
2. Define and distinguish the terms disability and handicap.
3. Demonstrate “people first” language when referring to exceptional learners and
advocate for its use.
Discussion:
The term learners with exceptionalities refers to individuals whose physical,
behavioral, or cognitive performance is so different from the norm that additional
services are required to meet the individual’s needs. Disability and handicap are not
interchangeable terms. Disability refers to a functional limitation a person has that
interferes with the person’s physical or cognitive performance, like ADHD, whereas
handicap refers to a limitation imposed upon a person with a disability by society, such
as lack of access for people in wheelchairs.
Labeling is an important issue with respect to learners with exceptionalities.
When students are identified with exceptionalities, stereotyping becomes easy, such as
"the deaf student." However, when people come before exceptionalities, stereotyping
may not be so automatic, such as "the student with a hearing deficit/loss." Keep in mind
two rules with respect to labeling; people come before labels, and avoid making the
person equal the disability.
Special education is defined as programs that address the needs of students
with mental, emotional, or physical disabilities.
Disability 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 (Schiefelbusch Institute, 1996). The word disability has
1 Ricky D. Fecara
Module in Facilitating Learning
become the more accepted term, having replaced the word handicap in federal laws in
the US, one of which is the Individuals with Disabilities Education Act (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 (5) “Provide adult citizens, the disabled, and out-of-school youth with training.
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. The
degree of disadvantage (or the extent of the handicap) is often dependent on the
adjustment made by both of the person and his environment. Therefore 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 move around on a wheelchair, the one studying in a
school campus with wheelchair accessibility in all areas would be less handicapped
than one in a 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.
This short introduction of categories, we are basing it on the categories found in
Omrod’s Educational Psychology (2000).
Specific Cognitive or Academic Difficulties
1. Learning Disabilities
2. Attention-Deficit Hyperactivity Disorder (ADHD)
3. Speech and Communication Disorders
4. Autism
5. Mental Retardation
6. Emotional/Conduct Behaviors
Physical Disabilities
Physical and health impairments. 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
2 Ricky D. Fecara
Module in Facilitating Learning
Severe and Multiple Disabilities
Refers to the presence of two or more different types of disabilities, at times at a
profound level. The combination of disabilities makes it necessary to make specific
adaptations and have more specified educational programs.
Sensory Impairment
1. Visual Impairment. There are conditions when there is malfunction of the eyes or
optic nerves that prevent normal vision even with corrective lenses.
2. Hearing Impairment. These involve malfunction of the ear or auditory nerve that
hinders 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
Just as the term would imply, this language trend involves putting the person
first, not the disability (e.g., a person with disability, not a disabled person). Thus,
people-first language tells us what conditions people have, not what they are. Other
suggestions for referring to those with disabilities include:
1. Avoiding generic labels (people with mental retardation is preferable to the
mentally retarded)
2. Emphasizing abilities, not limitation (for instance, uses a wheelchair is
preferable to confined to a wheelchair)
3. Avoiding Euphemisms (such as physically-challenged) which are regarded as
condescending and avoid the real issues that result from a disability
4. Avoiding Implying Illness or suffering (had polio is preferable to a polio victim,
and has multiple sclerosis is preferable to suffers from multiple sclerosis
(Department of Physical Medicine and Rehabilitation, 2000; Schiefelbusch,
1996).
Using people-first language and applying the guidelines above will remind you to
have a more respectful and accepting attitude toward learners with exceptionalities. The
presence of impairment requires them to exert more effort to do things that others like
us find quite easy to do. They are learners who may turn to your assistance. Beginning
with the right attitude, one of compassion (not of pity or ridicule), will make you a more
effective teacher, one with the hand and the heart who can facilitate their learning and
adjustment.
3 Ricky D. Fecara
Module in Facilitating Learning
Exercises/Drills:
1. Make a collection of teaching guidelines or tips on how to work with students with
exceptionalities. Present your guidelines/tips in bulleted form.
Evaluation:
1. How do handicap and disability differ?
2. By means of a graphic organizer present the basic categories of exceptional
learners and describe each category briefly.
Please visit this link for additional information
https://www.youtube.com/watch?v=P8bnNIGtmqs
References:
Maria Rita, D. L. (2014). Facilitating Learning: A Metacognitive Process: Lorimar
Publishing
Brawner, D.G. (2018). Facilitating Learner-Centered Teaching. Adriana Publishing Co.
Inc.
Robert E. Slavin, Educational Psychology Theory and Practice
https://www.google.com/search?biw=1366&bih=657&ei=TsHiXsbsNcbj-
AbY9qewBg&q=categories+of+exceptionalities+&oq=categories+of+exceptionalit
ies+&gs_lcp
4 Ricky D. Fecara
