Foundations of

Inclusive and Special

Education
• Inclusive Education- defined “as a form of education provided for those
students who are not achieving, or are not likely to achieve through ordinary
educational provisions, the level of educational, social and other attainments
appropriate to their age, and which has the aim for furthering their progress
towards these levels.”
• Philosophical Foundation of Inclusive Education – a philosophy based
on the belief that all children can learn and reach their full potential given
opportunity, effective teaching and appropriate resources.
• Special Education refers to the preparation of teaching procedures and
materials, and other interventions designed to address the needs of a child
with learning differences, disabilities, and giftedness. Moreover, special
education’s concern is the optimum development of the individual child to
become a skillful, free and purposive person, able to plan and manage his
own life and attain his highest potential in society (UNESCO, 1988).
 The Historical Foundations timeline of
Special Education
• The Historical Foundations timeline of Special Education
• 1965- Congress adds Title IV to the elementary & Secondary Education Act of 1965, which created a Bureau of
Education for the Handicapped (today, this bureau is called the office of
• Special Education Programs or OSEP). At this time, educating students with disabilities is NOT mandated by
federal or state law.
• 1972- Supreme Court Decisions apply the equal protection argument to students with disabilities [PARC v.
Pennsylvania (1972) and mills v. D.C Board of Education (1972). Some students with disabilities start going to
school as a result of these court decisions.
• 1973- Section 504 of the rehabilitation Act of 1973 is enacted, which protects qualified individuals from
discrimination based on disability. Since this law was enacted without excitement, most educators did not know it
applied to public schools.
• 1975- The education for all handicapped Children Act is authorized and is now known as the Individuals with Disabilities Education
Act (IDEA). This mandated that all school districts to educate students with disabilities. This included: providing federal funding.
FAPE, LRE, Procedural safeguards, Non-discriminatory evaluations. And IEPs.
• 1977- The final regulations for EAHCA are determined, which include rules for school districts to follow when providing an
education to students with disabilities.
• 1986- The EACHA adds the Handicapped Children’s Protection Act, giving parents and students’ rights under EACHA (now
IDEA) and section 504.
• 1990- The Americans with Disabilities Act (ADA) uses Section 504 regulations - “504 Plans” are now made for individual students
and have become much more common in schools now.
• 1990- The EAHCA is now called the individuals with Disabilities Education Act (IDEA).
• One of the biggest changes to this Act is the transitional services for students with disabilities. This included changes such as:
• the word “handicap” was changed to “disability”
• Person first language
• Added Traumatic Brain Injury (TBI) and Autism categories
• Transition services
• Assertive technology & related services
• 1997- IDEA amends that students with disabilities are to be included in on state and district-wide
assessments. Regular Education teachers are now also required to be part of the IEP team. These
changes included and/ or affected.
• FAPE
• Nondiscriminatory evaluation
• IEP
• LRE
• Discipline
• Related Services
• Parents Rights
• 2001- No Child Left behind: This states that all students (including those with disabilities) to be
proficient in math and reading by the year 2014
• 2004- IDEA changes again many ways. The biggest change creates more accountability at the
state and local levels. Another change is that the school districts must provide instruction and
intervention for students to help keep them out of special education, if possible.
 Legal Foundations of Special Education

• Commonwealth Act No. 3203 legislated in 1935; this provision is the act for the care and protection of
disabled children. Articles 356 and 259 of the Civil Code of the Philippines quoted that “the right of every
child to live in an atmosphere conducive to his physical, moral and intellectual development”, and the
concomitant duty of the government to “promote the full growth of the faculties of every child.”
• 2.In 1935, A provision in this Act for the care and protection of disabled children. Articles 356 and 259 of
the Civil Code of the Philippines mention “the right of every child to live in an atmosphere conclusive to his
physical, moral and intellectual development”, and the concomitant duty of the government to “promote the
full growth of the faculties of every child”.
• 3.The Declaration of the Rights of the Child This declaration adopted by the United Nations General
Assembly in 1959, affirmed that mankind owes to the child the best it has to give. One of the principles
concerned with the education of children with special needs runs: “The child who is physically, mentally or
visually handicapped shall be given the special treatment, education that is required of his particular
condition.”
• Republic Act No. 3562, an act to promote the education of the blind in the
Philippines enacted June 21, 1963 and Republic Act No. 5250, An act of
establishing a ten-year training program for teachers of special and
exceptional children in the Philippines, enacted June 15, 1968. These Acts
provided that teachers, administrators, and supervisors of special education
should be trained by the Department of Education.
• 5.Approved on June 13, 1968 respectively, these Acts provided that teachers,
administrators, and supervisors of special education should be trained by the
Department of Education and impoverished.
• 6.Presidential Decree No. 603 (PD 603) the Child and Youth Welfare Code,
Article 3, Rights of the Child. Equally important is Article 74 which provides
for the creation of special classes. The Article reads: “Where needs warrant,
there shall be at least one special class in every province, and if possible,
special schools for the physically handicapped, the mentally retarded, the
emotionally-disturbed and the specially gifted.”
• The 1987 Philippine Constitution Article 13, Section 13, stated that “The state shall
establish a special agency for disabled person for their rehabilitation, self development, and
self-reliance, and their integration into the mainstream of society.
• Batas Pambansa 232, Education Act of 1982, Chapter 2, Section 3 stated that “The State
shall promote the right of every individual to relevant quality education, regardless of sex,
age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin,
political or other affiliation. The State shall therefore promote and maintain equality of
access to education as well as the enjoyment of the benefits of education by all its citizens.”
However, Section 24 also stated that "Special Education," the education of persons who are
physically, mentally, emotionally, socially, or culturally different from the so-called "normal"
individuals that they require modification of school practices/services to develop them to
their maximum capacity.”
• Republic Act 7277, Approved on January 22, 1992, otherwise known as the Magna Carta for
Disabled Persons affirms the full participation and total integration of persons with
disabilities into the mainstream of our society.
• Education (SPED) programs of the Department of Education. The Department of
Education clearly states its vision for children with special needs in consonance with the
philosophy of inclusive education, thus:
The State, community and family hold a common vision for the Filipino child with special needs. By the
21stcentury, it is envisioned that he/she could be adequately provided with basic education. This education
should fully realize his/her own potentials for development and productivity as well as being capable of self-
expression of his/her rights in society. More importantly, he/she is God-loving and proud of being a Filipino.
 Implementation of SPED Programs According to Department of Education
(2017),

• the instructional programs that the SPED teachers shall implement are the
following:
• 1. Self-contained/Special Class – a separate class for only one type of
exceptionality which serves moderate to severe types of disabilities;
• 2. Itinerant Teaching – a traveling teacher reaches out to children with special needs
in other schools or at home to provide direct and consultative services;
• 3. Resource Room – a designated place where the child with special needs enrolled
in the regular school program goes to in order to make use of the specialized
equipment, either in a tutorial situation or in a small group session handled by a
SPED teacher;
• 4. Pull-out – a kind of program where the child enrolled in the regular class reports
to the resource room for a period of time for special instructions by the SPED
teacher;
• 5. Integration/Mainstreaming – refers to the enrolment of a child with special needs
in a regular class with support services. There are two degrees of integration: Partial
Integration and Full Integration. In Partial Integration/Mainstreaming, a child with
special needs enrolled in a special class is integrated with regular children in non-
academic activities like work education, physical education, arts, school programs,
etc, then gradually integrated in the academic subjects if qualified. Meanwhile, in
Full Integration/Mainstreaming, a child with special needs sits in the regular class in
all academic and nonacademic subjects; and
• 6. Inclusion – all children with disabilities, regardless of the nature and
severity of their disability and need for related services, receive their total
education within the regular education classroom.
• Adaptation refers to adjusting assessments, material, curriculum, or
classroom environment to accommodate a student’s needs so he/she can
participate in, and achieve the teaching-learning goals.
• b) Modification involves making changes to learning goals, teaching
processes, assignments and/or assessments to accommodate a student’s
learning needs.
EXCEPTIONAL
CHILDREN
[PART I]
SLAVE
 EXCEPTIONAL CHILDREN

ABILITY GROUP DISABILITY GROUP

Gifted & Talented SLAVE / OPHAM

Gen. Intel. Ability Speech & Language

Spec.Acad.Aptitude Learning Disability

Creative & Productiv Autism Spectrum Dis

Leadership Ability Visual Impairment

Visual or Perf. Arts Emotionally Dist.

Psychomotor Ability Oppositional Defiant

Phys. Handicapped

Hearing Impairment

Attn Def.Hyper Dis.

Mental Retardation

Ability and Disability Groups

 Speech & Language
Disorder
• Speech Disorders are indicated when a person’s oral communication
is ungrammatical, unintelligible, culturally or personally unsatisfactory,
or abusive of the speech mechanisms.

• In delay, the skills are developing but at a slower rate than normal.

• In disorder, speech and language are not developing normally

 Speech & Language Disorder

Types of Speech Disorders:

• Articulation → is making sounds. Children who have
articulation problems will probably substitute, leave out
sounds, use other sounds in place of the correct sounds , or
change normal speech sound.

• Phonology → is the sound system of a language and the

rules of sound sequences that make up words.
 Speech & Language Disorder

• Voice disorders → there is an abnormal voice quality,

pitch, or loudness when speaking. This is common in
vocal abuse or misuse, especially to teachers who are
always talking and having lectures to students.

• Fluency disorders → are problems with keeping a

normal rate and rhythm of the flow.
 Speech & Language Disorder

• Language Difficulties → refers to a range of

problems that can interfere with communication and the
cognition. This is the improper use of word in a
sentence. Also referred to as the incorrect grammar
usage. Examples:
1. Our family (go,went) to church last Sunday.
2. The girl (dances , dance) gracefully on the
stage.
3. I ( am , is , are ) a good student.
4.The children ( listens , listen )
attentively to the teacher.
 Speech & Language Disorder

• The best treatment for a speech and language disorder is

prevention and early intervention by a speech and
language pathologist.
• Assist children who have communication
disorders in various ways
• Provide individual therapy for the child
• Consult with a child’s teacher
• Work closely with the family
 Speech & Language Disorder

Home Environment foster language

development when they include:
• good role models
• many opportunities to talk
• rich and varied experiences
• instructional opportunities

Parents need to become

consumers of sophisticated
technology.
 Speech & Language Disorder
• Alternative and Augmentative Communication ( AAC )
• Includes low-tech devices (communication boards) and
high tech devices (speech talkers)
• Obturator- a device that creates closure between the oral
and nasal cavities when the soft palate is missing or
damaged.
• Keyboard filters – includes typing aids such as word
prediction utilities and add-on spelling checkers.
• Speech recognition systems – also called “voice
recognition programs”, allow people to give commands
and enter data using their voices rather than a mouse or a
keyboard.
 Learning Disability
The term learning
disability was
coined on April 6,
1963 by Professor
Samuel Kirk.

SAMUEL A. KIRK
[1904-1996]
 Learning Disability

Kurt Goldstein
worked with
young men with
brain injuries who
had returned
to U.S. after World
War I.

Kurt Goldstein
1878 - 1965
 Learning Disability

Alfred A. Strauss Heinz K. Werner

1897 - 1957 1890 - 1964

• They expanded the works of Goldstein

 Learning Disability
Major Types:

• Dyslexia

• Dysgraphia

• Dyscalculia
 Learning Disability-Dyslexia

Dyslexia is a differential brain function

manifesting itself as a specific learning
disability for language involving:
Reading (decoding)
Spelling (encoding)
Writing (memory of movement)
Speaking
Learning Disability-Dyslexia
• Multi-sensory
• Phonemic awareness
• Role models
• Mnemonics
• Advance Organizer
• Peer mediated instruction
• Homework
• Reading Therapy
 Learning Disability-Dysgraphia
The word dysgraphia was coined from the
Greek words dys meaning ill or difficult
and graphein meaning to write.

It is a learning disability that affects

writing abilities

It can manifest itself in difficulties with

spelling, poor handwriting and trouble
pulling thoughts in papers.
 Learning Disability-Dysgraphia
Interventions: Early Writers
• Use paper with raised lines for sensory
guide staying with in the lines.
• Try different pens and pencil to find one
most comfortable.
• Practice writing letters and numbers in the
air with big arm movement.
• Encourage proper grip, posture and paper
positioning for writing.
• Use multi-sensory techniques for learning
letters, shapes and numbers.
• Be patient and positive, encourage practice.
 Learning Disability-Dyscalculia

The word Dyscalculia means

difficulty with calculation and refers to a
severe difficulty in understanding and
using symbols or functions needed for
success in Mathematics
 Learning Disability-Dyscalculia
• Audiblox is a structured multisensory brain-training
program that accelerates learning by sharpening
attention and concentration, developing accurate
perception, improving memory and promoting logical
thinking.
• It also improves reading, spelling and writing, and is
effective for a variety of learning difficulties.
• Audiblox can be used individually as well as in group.
The manual contains:descriptions of all the Audiblox
execises, the Reading exercises, and the seven Audiblox
programs.
 Autism Spectrum Disorder

The term Autism was first used

by Bleuler in 1919 but the
syndrome was first identified
by Leo Kanner in 1943.
It is characterized by lack of
social relationship, a lack of
communication abilities,
persistent compulsive rituals,
and resistance to change. An
additional criterion is the
onset before the age of 30
months.
Leo Kanner
1894 - 1981
 ASD: TREATMENT

There is no cure for autism. Therapies and behavioral

interventions are designed to remedy specific symptoms
and can bring about substantial improvement.

The ideal treatment plan coordinates therapies and

interventions that target the core symptoms of autism,
impaired social interaction, problems with verbal and
nonverbal communication, and obsessive or repetitive
routines and interests.
 ASD: TREATMENT
Educational/Behavioral interventions – therapists
use highly structured and intensive skill-oriented
training sessions to help children develop social and
language skills. Family counseling for the parents and
siblings of children with autism often helps families
cope with the particular challenges of living with an
autistic child.

Medications – Doctors often prescribe an anti-

depressant medication to handle symptoms of
anxiety, depression or obsessive-compulsive disorder.
Anti-psychotic medications are used to treat severe
behavioral problems.
 ASD:
TREATMENT
Seizures can be treated with one or more of the
anticonvulsant drugs. Stimulant drugs such as those used
for children with attention deficit disorder are sometimes
used effectively to help decrease impulsivity and
hyperactivity.
Other therapies – There are a number of controversial
therapies or interventions available for autistic children
but few if any, are supported by scientific studies. Parents
should use caution before adopting any of these
treatments.
 Visual
Impairment
 Visual Impairment
Any loss of ability to gather information by seeing
might be considered a visual impairment.
Blindness – does not have functional use of
enough vision to be able to use sight to learn
or function. May see shadows or some
movement.
Tunnel vision – the vision is restricted to a
small central area and peripheral vision is
likewise limited.
Visual Impairment
Helen A. Keller
(1880-1968)

She was born in Tuscumbia,

Alabama. Even as a little girl
Helen expressed a desire to
pursue higher learning.
In 1900, she entered Radcliffe
College and graduated cum
laude in 1904. She thus became
the first deaf-blind person to
graduate from college.
 Visual Impairment
Louis Braille
(1809-1852)

He was the inventor of

braille , a world-wide
system used by blind and
visually impaired people
for reading and writing.
Braille is read by passing
the fingers over characters
made up of an
arrangement of one to six
embossed points. He was
also blind from the age of
3.
 Visual Impairment
Low vision – able to use sight to learn but visual
impairment interferes with daily functioning.

Legally blind – vision cannot be corrected to 20/200 in the

better eye or peripheral vision is limited to 20 degrees

Congenitally blind – born with a severe visual impairment.

Adventitiously blind – acquire a severe visual impairment

after age two.
 Visual Impairment - Interventions
• Orientation – the mental map people have to move
through environments.
• Mobility – the ability to travel safely and efficiently from
one place to another.
• Orientation Training –involves teaching children with
visual impairments to understand their environment and
to recognize their surroundings and their relationship to
them.
• Mobility Training – involves teaching the child to move
efficiently from place to place in the environment
 Visual Impairment -
Interventions
• Eye glasses
• Contact lenses
• Eye drops
• Medicines
• Surgery
• Guide Dogs
• Hoover Cane
 Visual Impairment -
Interventions
• Talking Books

• Record players, Tapes, CDs

• Kurzweil Reading Machines –

introduced in 1975, converts
printed words into synthetic
speech.
 Emotional Disturbance

A person who has an emotional response so

different from appropriate age in a particular
circumstance.

It is exhibited in more than one setting and

adversely affects his educational performance.

He is considered emotionally disturbed.

 Emotional Disturbance
Learning Characteristics:
1. Lower Academic Performance
2. Social Skills Deficits

Characteristics in the Six Dimensions:

1. Conduct Disorder – seeks attention, shows off,
disruptive, annoys others, fights, has temper
tantrums
2. Social Aggression – steals with company, with
delinquent friends
 Emotional Disturbance
3. Attention Problems/Immaturity – has short
attention span, has poor concentration,
answers without thinking
4. Anxiety Withdrawal – self-conscious, easily
embarrassed, hypersensitive, depressed
5. Psychotic Behavior – expresses far fetched
ideas, repetitive speech, bizarre behavior
6. Motor Excess – restless, unable to sit still,
tense, ever talkative
 Emotional Disturbance - Interventions
Suggestions for Teachers

1. Anticipate classroom situations where the students emotional

state will be vulnerable.

2. Provide encouragement or find ways to encourage students.

3. Check the student’s capacity to communicate.

4. Use a wide variety of instructional equipments.

5. Monitor their performance.

6. Reward more than you punish.

7. Modify their behavior by giving recognition.

 Emotional Disturbance
Suggestions for Teachers [Continuation]

8. Expose students with behavioral disorder to other students who

demonstrate the appropriate behavior [modeling].

9. Consultation with specialist, including special education teacher,

school psychologist, and other.

10. Determine whether the student is on medication.

11. Keep an organized classroom learning environment.

12. Provide a carefully structured learning environment.

13. Be positive and supportive.

END OF

PART I: SLAVE
Exceptional Children
Part II

OPH A M
O Oppositional Defiant Disorder

P Physical Disability

H Hearing Impairment

A ADHD

M Mentally Challenge
Symptoms
Sometimes it's difficult to recognize the difference between a strong-
willed or emotional child and one with oppositional defiant disorder.
It's normal to exhibit oppositional behavior at certain stages of a
child's development.

Angry and irritable mood:

•Often and easily loses temper

•Is frequently touchy and easily annoyed by others

•Is often angry and resentful

Argumentative and defiant behavior:

•Often argues with adults or people in authority

•Often actively defies or refuses to comply with adults'

requests or rules

•Often deliberately annoys or upsets people

•Often blames others for his or her mistakes or misbehavior

Vindictiveness:

•Is often spiteful or vindictive

•Has shown spiteful or vindictive behavior at least

twice in the past six months
Risk factors

Oppositional defiant disorder is a complex problem. Possible risk factors for ODD include:

•Temperament — a child who has a temperament that includes difficulty regulating

emotions, such as being highly emotionally reactive to situations or having trouble
tolerating frustration

•Parenting issues — a child who experiences abuse or neglect, harsh or inconsistent

discipline, or a lack of parental supervision

•Other family issues — a child who lives with parent or family discord or has a parent with
a mental health or substance use disorder

•Environment — oppositional and defiant behaviors can be strengthened and reinforced

through attention from peers and inconsistent discipline from other authority figures, such
as teachers
Physical Disability
What is a physical disability?
A physical disability is a substantial and long-term
condition affecting a part of a person’s body that
impairs and limits their physical functioning, mobility,
stamina or dexterity.

The loss of physical capacity results in the person having

a reduced ability, or inability, to perform body
movements such as walking, moving their hands and
arms, sitting and standing as well as controlling their
muscles.
What causes a physical disability?

Just as types of physical abilities and how

they impact a person’s daily life are all
different, causes of physical disabilities
also vary. Physical disabilities can be
caused by either hereditary, congenital
or acquired reasons.
Common physical disabilities include:

Common causes of physical disabilities include arthritis,

epilepsy, acquired brain injury and cerebral palsy.

Cerebral palsy

Cerebral palsy occurs in young children and is a group of

non-progressive disorders that damage the brain, causing
impairment of motor function. Including associated
disabilities such as intellectual and behavioural, a person
with cerebral palsy usually has problems with movement
and co-ordination.
Spina bifida

Spina bifida is when there are problems in the

development of a baby’s spinal cord, resulting in a
gap in the spine, causing spinal nerves to be
exposed. The development defect of the spinal
canal may cause paralysis of the lower part of the
body. Additionally, the person may lose bowel and
bladder control as a result.
Acquired brain injury

Acquired brain injuries are due to damage to the

brain after birth and can be caused by a wide range
of factors, including stroke, head injury, alcohol, drugs,
lack of oxygen or various diseases such as cancer. This
can cause the person to find it difficult to move
certain parts of their body and struggle with daily
activities.
Spinal cord injury

Spinal cord injuries can result in total or partial

impairment of sensory and motor functions in the body
and limbs. A spinal cord injury can lead to paraplegia
and tetraplegia, also known as quadriplegia.
Paraplegia affects the lower limbs and results in a loss of
movement and bowel and bladder control. Tetraplegia
is a paralysis affecting both arms and legs, the stomach
and some chest muscles, resulting in total impairment of
sensory and motor functions.
Hearing Impairment
What is hearing difficulty?
• Hearing is one of the most
important senses for each
individual that is concerned
about perception of sounds.
It enables us to work,
communicate, socialize and stay
connected to the outside world.
 Hearing loss and deafness

A person who is not able to hear as well as

someone with normal hearing – hearing thresholds
of 25 dB or better in both ears – is said to have
hearing loss. Hearing loss may be mild, moderate,
severe, or profound. It can affect one ear or both
ears, and leads to difficulty in hearing
conversational speech or loud sounds.
Hearing loss and deafness
'Hard of hearing' refers to people with hearing
loss ranging from mild to severe. People who
are hard of hearing usually communicate
through spoken language and can benefit
from hearing aids, cochlear implants, and
other assistive devices as well as captioning.
People with more significant hearing losses
may benefit from cochlear implants.
Hearing loss and deafness

Deaf' people mostly have profound

hearing loss, which implies very little
or no hearing. They often use sign
language for communication.
TYPES OF HEARING LOSS
Conductive

Sensorineural

Mixed
Conductive Hearing Loss

• A temporary or permanent hearing loss typically due to abnormal conditions

of the external and/or middle ear
CAUSES:

Middle ear
• A breach in the tympanic membrane caused by
injury, ear infections or extreme and rapid air pressure
changes
• Tympanosclerosis or a thickening of the tympanic
membrane (pus)
• Otitis media or a buildup of fluid in the middle ear
CAUSES:

Middle ear
• Blockages in the eustachian tube
• Otosclerosis
• Abnormal growths or tumors that form within the middle
ear, such as cholesteatoma or glomus tumours
• Break in the connection between the bones of the
middle ear.
 Sensorineural Hearing Loss
• Typically a permanent hearing loss due to disease, trauma, or
inherited conditions affecting the nerve cells in the cochlea,
the inner ear, or the eight cranial nerve

HEARING
PROBLEM
CAUSES:
• damaged tiny hair-like cells in the inner ear or to the
auditory nerve
• congenital malformation of the inner ear, intense noise,
trauma, viral infections, ototoxic drugs
• fractures of the temporal bone, meningitis, ménière's
disease, cochlear otosclerosis, aging
 Mixed Hearing Loss
A combination of conductive and sensorineural
components
• CAUSES:

• illness
• Trauma
• Wax impaction
•
The level of severity of hearing loss is defined as follows:

• 10 to 15 dB HL - Normal Hearing
• 16-25 dB HL - Slight Hearing Loss
• 26-40 dB HL - Mild Hearing Loss
• 41-55 dB HL - Moderate Hearing Loss
• 56-70 dB HL - Moderate-Severe Hearing Loss
• 71-90 dB HL -Severe Hearing Loss
• >90 dB HL - Profound Hearing Loss
 ADHD
Attention-Deficit /
Hyperactivity Disorder
ADHD, also called attention-deficit disorder, is a behavior
disorder, usually first diagnosed in childhood, that is
characterized by inattention, impulsivity, and, in some cases,
hyperactivity. These symptoms usually occur together; however,
one may occur without the other(s).

The symptoms of hyperactivity, when present, are almost

always apparent by the age of 7 and may be present in very
young preschoolers. Inattention or attention-deficit may not be
evident until a child faces the expectations of elementary
school.
Who is affected by attention-deficit/hyperactivity disorder?

Estimates suggest that about 4% to 12% of children have

ADHD. Boys are 2 to 3 times more likely to have ADHD of the
hyperactive or combined type than girls.

Many parents of children with ADHD experienced symptoms

of ADHD when they were younger. ADHD is commonly found
in brothers and sisters within the same family. Most families
seek help when their child's symptoms begin to interfere with
learning and adjustment to the expectations of school and
age-appropriate activities.
What are the different types of ADHD?

Three major types of ADHD include the following:

•ADHD, combined type. This, the most common type of ADHD, is

characterized by impulsive and hyperactive behaviors as well as
inattention and distractibility.

•ADHD, impulsive/hyperactive type. This, the least common type

of ADHD, is characterized by impulsive and hyperactive behaviors
without inattention and distractibility.

•ADHD, inattentive and distractible type. This type of ADHD is

characterized predominately by inattention and distractibility
without hyperactivity.
What are the symptoms of attention-deficit/hyperactivity disorder?

The following are the most common symptoms of ADHD.

However, each child may experience symptoms differently.
The 3 categories of symptoms of ADHD include the following:

•Inattention:
• Short attention span for age (difficulty sustaining attention)
• Difficulty listening to others
• Difficulty attending to details
• Easily distracted
• Forgetfulness
• Poor organizational skills for age
• Poor study skills for age
Impulsivity:

•Often interrupts others

•Has difficulty waiting for his or her turn in school

and/or social games

•Tends to blurt out answers instead of waiting to be

called upon

•Takes frequent risks, and often without thinking

before acting
Hyperactivity:

•Seems to be in constant motion; runs or climbs, at times with

no apparent goal except motion

•Has difficulty remaining in his/her seat even when it is

expected

•Fidgets with hands or squirms when in his or her seat;

fidgeting excessively

•Talks excessively
•Has difficulty engaging in quiet activities

•Loses or forgets things repeatedly and often

•Inability to stay on task; shifts from one task to

another without bringing any to completion
 Mental Retardation
( Intellectual Disability)
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 person’s 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, with the majority of
people scoring between 85 and 115.

A person is considered
intellectually disabled
if they have an
Causes of Intellectual (or Developmental) Disabilities include:

•Any condition that impairs development of the brain before birth,

during birth, or in childhood years

•Genetic conditions

•Illness affecting the mother during pregnancy

•Use of alcohol or drugs by pregnant mothers

•Childhood diseases
•Poverty — Children in poor families may become intellectually
disabled because of malnutrition, disease-producing conditions,
inadequate medical care, and environmental health hazards.
What are the signs of intellectual disability in children?

•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 themselves

•Difficulty remembering things

•Inability to connect actions with consequences

•Behavior problems such as explosive tantrums

•Difficulty with problem-solving or logical thinking