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EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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UNIT TWO
CATEGORIES OF SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
Categories of Special Educational Needs
iii. Sensory Impairment – comprises (a). Visual Impairment and (b)Hearing Impairment
Emotional and Behaviour Difficulties (EBD)
There is no universally accepted definition of what Emotional and Behavioural Disorders is. Why? because, of contextual reasons for example, what may be accepted as an appropriate behaviour in a particular context may seem inappropriate in another context.
Some definitions
Behaviour that goes to an extreme-that is not just slightly different from the usual.
Measuring Emotional and Behaviour Disorders (EBD)
How do you know a behaviour is appropriate or inappropriate?
The following can be used to consider whether a behaviour is appropriate or inappropriate, consider the following:
The Cultural context: Certain behaviours that are frowned upon are considered as normal in others
Classification system
Quay’s (1989) classification system is most often cited in literature.
They are:
temper tantrum, hyperactive (restless), impulsive etc
iii. Immaturity: e.g. Extreme passivity, short attention span, preference for younger playmates, etc.
In recent times, some authorities have included:
Causes of Emotional and Behavioural Disorders
They can be either biological or environmental or both.
Management strategies
Ecosystemic model: Thrives on the assumption that our social environment predisposes us to certain behaviours. Identify and remove all environmental conditions that influence the child’s behaviour.
General strategies
Applied Behaviour Analysis
Consequences that increase behaviour
Applied Behaviour Analysis cont’d
Arranging consequences that decrease behaviour
– Non seclusionary time out
– Exclusionary time out
– Seclusionary time out
GIFTED AND TALENTED
Definitional Issue
The United States Congress (P.L. 97-35) Education Consolidation and Improvement Act, sec 582, 1981) sees the gifted as:
Talents
Talents are expressed in the form of psychomotor abilities and skills such as artistic, drumming, sports, music and so on. Note that, a talented person may or may not be intellectually efficient.
Three Distinctive Characteristics of Gifted and Talented Individuals
Renzulli (1978) in Callahan (2009) gave three distinctive characteristics to the term. These are:
Types of Intelligences
General performance
General performance includes areas such as: Law, visual arts, Life science, Philosophy, Social sciences, Language arts, Music, and religion
Specific skills
Specific skills involve: astronomy, film making, electronics, advertising, navigation, journalism, weaving, cooking, furniture design, chemistry, demography, play writing, meteorology, city planning, landscape architecture, wildlife management, child care,
Characteristics of the Gifted
Silverman, (1995) as cited by Heward (1996), has identified the following characteristics for the “highly gifted”.
Characteristics of the Gifted
Problems of the Gifted and Talented Individuals
Instructional Strategies
ENRICHMENT
ACCELERATION
INTELLECTUAL DISABILITIES
Definition
What is Intellectual Disability? Grossman (1983) refers to intellectual disability as: significantly sub-average general intellectual functioning associated with deficits in adaptive behaviour, and manifested during the developmental period (0-18 years). Note that this definition is based on Intelligence quotient.
Intellectual disability: Definition
Intellectual disability refers to substantial limitations in present functioning characterised by:
Types of Intellectual Disabilities
Classification Based on Type of Support Provided
Characteristics
Causes of Intellectual Disabilities
Management Strategies
LEARNING DISABILITIES
Learning disability is generally regarded as a heterogeneous thus (different) group of disorders. It comprises conditions such as severe difficulties in spelling, reading, writing, written expression, mathematics, listening and thinking (Lerner, 2000).
The term ‘Specific Learning Disability’ means those children who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculation (Individuals with Disabilities Education Act [IDEA] 1997).
Elements in the Definition
There are five essential elements one has to consider in defining the term learning disability. These are:
Types of Learning Disabilities
Type Meaning
General Characteristics
Management Strategies
Communication Disorders
Meaning of Communication: It is the process of exchanging information and ideas which involves the sender, the message and the receiver.
It can be:
Communication disorders are disorders found in speech and language.
Speech and Language
Meaning of Speech: It is the systematic oral production of the words of a given language (Kirk, Gallagher & Anastasiou, 2000).
Meaning of Language: It is a system used by a group of people for giving meaning to sounds, words, gestures and other symbols to enable communication with one another.
Lahey (1988) has defined language as a code whereby ideas about the world are expressed through conventional system of or arbitrary signals for communication (p.2).
Speech Disorders: Speech is abnormal ‘when it deviates so far from the speech of other people that it called attention to itself, interferes with communication, or causes the speaker or his listeners to be distressed’ (Van Riper & Emerick, 1984, p.34).
It falls into three categories namely:
Language disorders: They are either expressive disorders (i.e. giving out information) or receptive disorders (receiving or taking in information).
Pragmatics: concerned with the system that combines the above language components in functional and socially appropriate communication.
Characteristics
It can be seen from the type of disorder the person experiences.
Tendency to withdraw from their colleagues especially during conversations
Management strategies
PHYSICAL IMPAIRMENT
Meaning: It is the inability of a person to effectively use his/her body due to problems with the gross and/or fine motor abilities.
Gross motor skills include throwing, lifting, running, skipping and jumping.
Fine motor skills involve activities such as cutting, writing, drawing, threading, buttoning and lacing to mention but a few.
Types of Physical Disorders
There are two main types conditions are:
Musculoskeletal conditions
They affect the muscles, bones and joints. Examples include
They are present at birth hence congenital disorder.
Characteristics
It depends on the part of the body which is defective.
Generally, children with musculoskeletal conditions have physical limitations. They may encounter difficulties holding pencil to write.
Causes
The cause of spina bifida is considered unknown (Kirk, Gallagher & Anastasiow, 2000).
Adaptation Strategies
It should be dependent on the child’s physical capabilities and individual needs. The following facilities should be available:
iii. Instructional materials and classroom equipment: (e.g. book stands to hold a book; elastic or rubber bands to hold the page of an open book, special pencil holders, hand splints to help in grasping a pen or pencil, clipboard to hold paper while writing and slant board to support forearms.
Management Strategies
HEALTH IMPAIRMENT
Meaning: They are conditions related to health and required on- going medical attention.
They can be chronic or intermittent / temporary.
Chronic ones can seriously affect academic or school performance and social acceptance.
Types of Health Impairment
Health Impairments are of several types. They include:
Metabolic disorders, and cardiopulmonary conditions.
Characteristics and Management Strategies
Characteristics
Management strategies
AUTISM/ASPERGER’S SYNDROME
Introduction
Definition
Challenges
Generally, children with autism:
Characteristics of the Autistic Individuals
There are six distinct characteristics. Lovaas and Newsom (1976 cited by Heward, 1996, pp.489-490) list them as:
Traits to Watch
From the annals of the Autism Society of America cited in Holmes (1997, p. 13), an autistic child should exhibit at least half of the following traits:
MANAGEMENT STRATEGIES
Stakes and Hornby (2001, p.16) provide the following strategies for managing the autistic child:
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