A.

Learners with Intellectual Disability

1. Cerebral Palsy 2. Trisonomy 21

B. Learners with Learning Disability

1. Dyslexia 2. Dysgraphia 3. Dyscalculia

C. Learners with Physical and Sensory Disabilities

1.Visual Impairment 2. Hearing Impairment
3. Speech Impairment 4. Multiple Physical Impairment

D. Learners who are Gifted and Talented

1.Visual Arts 2. Music
3. Intellectual Giftedness 4. Performing Arts
 Intellectual disability refers to a group of conditions caused
by various genetic disorders and infections. It is usually
identified during childhood, and has an ongoing impact on an
individual’s development. Intellectual disability can be
defined as a significantly reduced ability to understand new
or complex information, learn new skills and to cope
independently including social functioning.
LEARNERS WITH INTELLECTUAL
DISABILITY

CelebralPalsy
 CEREBRAL
PALSY
CEREBRAL is of or relating to the brain or the intellect.
PALSY means weakness or problems with using the
muscles.

Which means a w eakne ss or probl em of the

de v e l o pm e nt of the brain w hich a f f ec t s the
movement, muscle, posture and the ability to think
normally.
 TYPES OF CP BY BODY
PARTS
QUADRIPLEGIA
This type affects all four limbs — both arms and both legs. A
person’s torso, facial, and oral muscles are often affected, too.

TRIPLEGIA
This type affects three limbs — one arm and both legs. A person’s
torso, facial, and oral muscles may be affected, too.

DIPLEGIA
This type affects both legs. A person’s arms
may be affected to a lesser extent.
TYPES OF CP BY BODY
PARTS
HEMIPLEGIA
This type affects one side of the body.

MONOPLEGIA This type affects only one limb.

 TYPES OF CP BY BRAIN INJURY
LOCATION
SPASTIC CEREBRAL PALSY
• Spastic cerebral palsy is the most common form,
affecting up to 80% of people with CP.
• This type causes muscles to appear stiff and tight.
• This the result of damage to the motor cortex.

DYSKINETIC CEREBRAL PALSY

• Dyskinetic cerebral palsy — also known as athetoid
cerebral palsy — occurs in 6% of people with CP.
• This type is characterized by involuntary movements.
• This is the result of damage to the basal ganglia.
 ATAXIC CEREBRAL PALSY
• Ataxic cerebral palsy occurs in 6% of people with CP.
• This type is characterized by shaky movements and
affects a person’s balance and sense of positioning in
space.
• This is the result of damage to the cerebellum.

MIXED CEREBRAL PALSY

Mixed cerebral palsy means that someone’s brain is
injured in more than one location and they will
experience symptoms from multiple types of CP.
BUT WHAT CAUSES CEREBRAL
PHALSY?
Cerebral palsy is caused by abnormal brain development or
damage to the developing brain. This usually happens before a
child is born, but it can occur at birth or in early infancy. In many
cases, the cause isn't known. Many factors can lead to problems
with brain development. Some include:

 Gene mutations
 Maternal infections
 Fetal stroke
 Bleeding into the brain
 Infant infections or illnesses
 Traumatic head injury
 Lack of oxygen
 EMOTIONAL
Children with cerebral palsy are no different than any
ISSUES
other child. They want to f i t in, make f r iends, and be
accepted by peers. Yet, due to their disorder, some kids with
cerebral palsy may develop emotional issues when daily
challenges arise.
SOCIAL ISSUES
The creation and building of social relationships are one of
many milestones that children affected by cerebral palsy may
have difficulty in achieving.
• Poor control of the tongue and/or mouth muscles that affect
speech;
• Difficulty in being understood by others, or effectively
communicating thoughts;
• Hearing loss and/or vision problems;
• Delays in emotional and physical development;
• Attention and behavioral deficiencies; and
• Exclusion from social activities or being separated from others.
 PHYSICAL
• exaggerated ISSUES
reflexes,
• floppiness or spasticity of the limbs and trunk,
• unusual posture,
• involuntary movements,
• some are drolling
• They look normal
• uncontrolled or unpredictable movements,
• muscles can be stiff,weak or tight
• some cases have shaky movements or tremors.
• People with severe cerebral palsy may also have difficulties
with swallowing, breathing, head and neck control, bladder
and bowel control, eating and have dental and digestive
problems.
TEACHING
STRATEGIES
• Embrace Technology
• Make Space
• Use Assigned Seating
• Change up Instructional Methods
• Provide group discussion time.
• Provide Choice
• Be proactive—and active—about bullying.
• Practice collaborative teaching.
• Communicate with Parents
LEARNERS WITH INTELLECTUAL
DISABILITY
Trisomy21
 TRISONOMY
T r i s o m y i s21
a chromosomalcondition
characterized by an additional chromosome .
Humans usually have 46 chromosomes or 23 pairs of
chromosomes.

Trisomy 21 is also known as “Down Syndrome”

named for the English physician John Langdon
Down. It means the affected person has three
copies of one of the chromosomes instead of two.
 Down syndrome can affect learning abilities in different ways, but it
usually causes mild to moderate intellectual impairment. Children with Down
syndrome have delays in speech and motor skills, and may need help with
self-care, such as dressing and grooming.

3 TYPES OF TRISOMY
211.
-
Standard Trisomy
the father’s sperm or the mother’s egg cell
contains the extra chromosome.
2. Mosaic trisomy
the e xt ra ch rom os om e s sp on t a neou sl y
appear as the embryo develops.
3. Translocation Down Syndrome
- refers to the type of Down syndrome that is
caused by rearranged chromosome material.
 PHYSICAL
• FEATURES
Eyes that slant up at the outer corner
• Small ears
• Flat nose
• Protruding tongue
• Short neck
• Small hands and feet
• Short stature
• Loose joints
• Weak muscle tone
• Tiny white spots in the colored part of the eye
INTELLECT AND
DEVELOPMENT
According to the international advocacy organization
Education (DSE), related challenges can be bucketed as follows:
Down Syndrome

 Slow developmental of motor skills: delays in reaching milestone that allow a child to
move about, walk, and use their hands and mouth can lower their opportunities to explore
and learn about the world, which in turn can affect cognitive development and impact the
language skills development.
 Expressive language, grammar and speech clarity: because of delays in developing
language comprehension, most children with DS are slow to master correct sentence
structure and grammar.
 Number skills: most children with Down syndrome find it harder to master number skills than
reading skills.
 Verbal short-term memory: kids who have Down syndrome aren’t as able to hold and
process information that come to them verbally as they are to remember what’s
presented to them visually.
TEACHING STRATEGIES
• Speak directly to the students, using clear, receptive language and short
sentences;
• Include additional images in handouts when you can;
• Place a strong emphasis on visual learning when teaching reading to students
with Down syndrome. Think visuals demonstrations, pictures, and illustration;
• Students with Down syndrome generally have good social skills. So encourage
them to organize task with other students who can act as appropriate role
models;
• Give students enough time to process language and respond. It may take longer
for some students with Down syndrome to comprehend information and then
commit it to memory;
• Design special assignments that cater to the students strengths so that you can
create opportunities for guaranteed success.
 Generally, people with learning disabilities are of average or above
average intelligence. There often appears to be a gap between the
individual’s potential and actual achievement. This is why learning
disabilities are referred to as “hidden disabilities”: the person looks
perfectly “normal” and seems to be a very bright and intelligent person,
yet may be unable to demonstrate the skill level expected from someone of
a similar age.
Learning disabilities are due to genetic and/or neurobiological
factors that alter brain functioning in a manner which affects one or more
cognitive processes related to learning. These processing problems can
interfere with learning basic skills such as reading, writing and/or math.
They can also interfere with higher level skills such as organization, time
planning, abstract reasoning, long or short-term memory and attention.
LEARNERS WITH LEARNING
DISABILITY
Dyslexia
 DYSLEXI
struggles with
A
Dyslexia is comprised of three central components:
word reading, spelling and/or reading
fluency. The profile of a student with dyslexia contains one or
more of these weaknesses, but the severity will vary across
students. Since dyslexia occurs on a continuum of severity,
the expression of dyslexia will appear different across
students.
4 DIFFERENT TYPES OF
There are no official diagnostic types of dyslexia. Earlier
DYSLEXIA
dyslexia were classified into several different types, but new
classifications of it include four types, which are proposed based on
the symptoms.

1. Phonological dyslexia
2. Surface dyslexia
3. Rapid naming deficit
4. Double deficit dyslexia

SYMPTOMS OF
The symptoms of dyslexia may be observed early in the
DYSLEXIA
preschool age and in school-going children and teenagers. Adults have
distinctive symptoms that may lead to the diagnosis of dyslexia.
CAUSES OF
Dyslexia is a condition that is present at birth and has a
DYSLEXIA
multifactorial etiology that includes:
• Inheritance of genes that are related to dyslexia, and this
condition runs in the family
• Premature birth or low birth weight
• Exposure to harmful substances
• Brain development of the fetus may alter due to infections in the
mother during pregnancy
• Differences in brain parts that are related to reading and
comprehension
• Exposure to stress at a very young age
CHARACTERISTICS OF DYSLEXIA
EMOTIONAL
CHARACTERISTICS
• Child has negative thoughts about themselves.
• Child tends to view the world negatively.
• Child lacks hope or an ability to imagine positive things in the future.

PHYSICAL
CHARACTERISTICS
• Dyslexia affects the way that the brain processes written materials,
making it more difficult to recognize, spell, and decode words.
 CHARACTERISTICS OF
DYSLEXIA
SOCIAL CHARACTERISTICS
• May be physically and socially immature in comparison to their peers.
This can lead to a poor self-image and less peer acceptance.
• Social immaturity may make them awkward in social situations.
• May have trouble finding the right words, may stammer, or may pause
before answering direct questions. This puts them at a
disadvantage as they enter adolescence, when language
becomes more central to their relationships with peers.
 TEACHING
• Give step-by-step directions and read written instructions out loud.
• STRATEGIES
Simplify directions using key words for the most important ideas.
• Highlight key words and ideas on worksheets for the student to read first.
• Check in frequently to make sure the student understands and can repeat
the directions.
• Show examples of correct and completed work to serve as a model.
• Provide a rubric that describes the elements of a successful
assignment.
• Help the student break assignments into smaller steps.
• Give self-monitoring checklists and guiding questions for reading
comprehension.
• Arrange worksheet problems from easiest to hardest.
LEARNERS WITH LEARNING
DISABILITY
Dysgraphia
 DYSGRAPHI
A “Dys” means “Impaired”
“Graphia” means letters form by hand
Dysgraphia is a neurological disorder of writing
expression that impairs writing ability and fine motor skills.
CHARACTERISTICS OF
DYSGRAPHIA
• Variable shaped and poorly formed letters
• Excessive erasures and cross-outs
• Poor spacing between letters and words
• Letters and numbers reversal beyond early stages or writing
• Awkward, inconsistent pencil grip
• Heavy pressure and hand fatigue
• Slow writing and copying with legible and illegible hand writing
TEACHING
• patience
STRATEGIES
• placement
• note taking
• keyboarding
• dictating
• time
• spelling
• style
• abbreviation
• special paper
LEARNERS
LEARNERS WITH LEARNING
WITH LEARNING
DISABILITY
DISABILITY
Dyscalculia
 DYSCALCULI
A
Dyscalculia is a condition that makes it hard to do
math and tasks that involve math. It is specific development
disorder, biologically based, that deeply affects learning
related to mathematics and arithmetic.
The difficulty is centered around the ability to interpret
numeric symbols, and arithmetical operations like adding,
subtracting, multiplication, and division. A child that suffers from
dyscalculia will confuse numbers and signs, and cannot do mental
math or work with abstract ideas.
 TYPES OF
DYSCALCULIA
Verbal Dyscalculia
It is characterized by a difficult naming and
understanding the mathematical concepts presented
verbally. They are able to read or write numbers, but have a
hard time recognizing them when presented verbally.

It is characterized by a difficult translating an

abstract mathematical concept into a real

Practognostic Dyscalculia
concept. This children are able to understand
mathematical concepts but have trouble listing,
comparing, and manipulating mathematical
equations.
 Trouble reading and understanding mathematical symbols and

Lexical Dyscalculia
numbers, as well as mathematical expressions and equations. They can
understand the concepts when spoken, but may have trouble writing
and understanding them.

Difficulty writing mathematical symbols. They are able to

understand the mathematical concepts but do not have the ability to Graphical Dyscalculia
read, write, or use the correct corresponding symbols.

Presents itself with a difficult to complete written or

spoken mathematical operations or calculations. They will be able
Operational Dyscalculia to understand the numbers and the relationships between
them, but will have trouble manipulating numbers and
mathematical symbols in the calculation process.
CHARACTERISTICS OF
1. Impaired Arithmetic memory
DYSCALCULIA
2. Immature counting techniques
3. Repetitive action
4. Deficient mathematical skills
5. Difficult in processing numerical magnitude
6. Inability to read the clock
7. Aversion to certain games
8. Math Anxiety
TYPICAL SYMPTOMS OF
DYSCALCULIA
• Difficulty counting backwards
• Difficulty remembering basic facts
• Slow perform calculations
• Weak mental arithmetic skills
• A poor sense of numbers and estimation
 TEACHING
1.
2.
STRATEGIES
Use Concrete manipulative materials
Play with dice and dominoes to improve recognition of spot patterns
3. Beware the ‘counting trap’
4. Focus on games and activities, rather that worksheets
5. Highlight the repeating decimal structure of the number system
6. Take a step by step approach
7. Help children to construct visual mental models
8. Explore the language of math
9. Don’t rush into abstract and written work
10. Teach for understanding.
 Students with sensory disabilities such as those
who are blind, visually impaired, deaf, or hearing
impaired often bring auxiliary aids and adaptive
equipment to the classroom (e.g., dog, cane, interpreter,
Type-N-Speak).

A child with a physical difficult y may have a

diagnosed medical condition w hich affects them
physically. There may be an undiagnosed condition where
the child pr e se nt s w ith delaye d d e ve l opm e nt or
impairment with their physical ability and/or presentation.
LEARNERS WITH PHYSICAL AND SENSORY
DISABILITIES

Visual Impairment
 VISUAL
Visual impairment refers to a loss of vision that cannot be
IMPAIRMENT
corrected to normal vision, even when the person is wearing eyeglasses or
contact lenses.
Visual impairment can be due to disease, trauma, or congenital or
degenerative conditions.

There are two main categories of visual impairment:

1. Registered partially s ighted, which means the level of s ight
impairment is moderate.
2. Registered blind, which means a severe sight impairment where
activities that rely on eyesight become impossible.
A consultant ophthalmologist is responsible for registering an individual
as blind or partially sighted. Students with visual impairments will experience
varying degrees of sight loss; the majority will have some sight which maybe useful
for different things for each individual.
 CHARACTERISTI
Physical Characteristics
CS
• Repetitive, stereotyped movement for example,rocking or rubbing of eyes.
• Red eyes, swollen eyelids watery eyes or discharge eyes that do not
appear straight, uneven seized eyes, eyes with drooping eyelids and crusts on
lids between the eyelashes.
• Maybe sensitive to bright light and may shut their eyes or squint.
• Poor posture in both standing and sitting.
• Difficulty to seeing in dim light or have inability to see in the dark.
• Unusual facial behaviours such as blinking or frowning while reading or doing
close work.
Social Characteristics
• They are withdrawn,dependent and are unable to use non-verbal cues
• Reluctance to participate in social and physical activities
• Fails to make eye contact when talking to people
• Limited access to what is happening around them

Emotional Characteristics
• People who experience sight loss have higher rates of depression
• Inferiority complex
• Low-self esteem
Psychological Characteristics
• May suffer from Repudiation, Umbrage, Inferiority Complex, Anxiety, and
Depression.
• Unable to use visual imagery.
• Difficulty using spatial information and visual imagery and imagery
problems with functional implications.

Learning Characteristics
• Usually have problems in distinguishing similar shaped
letters,numbers or words.
• They have difficulty in writing or are not able to write within the lines.
• They have difficulty in reading books within the normal range.
• Having trouble participating in class, not be able to focus on objects
or follow them.
 TEACHING
1. Using large writing on the chalk board or visual aids and read aloud what is written on the chalkboard.
2. Prepare teaching aids thatSTRATEGIES
learners can read more easily such as large print materials. This can also help learners
who have difficulties in reading.
3. Learners may have difficulties seeing the lines on writing papers. They can be given papers with thicker lines drawn
on it.
4. Some learners will benefit from using magnifying aids. It can enlarge the whole page or line magnifiers, which are a
useful aid to reading.
5. Encourage the learners to use a pointer or their finger when reading. Cover the rest of the page with paper except for
the paragraph they are reading. Use a book stand to avoid reflection.
6. Children with poor vision need to learn through touch as well as through hearing. They should be given a chance to
handle objects.
7. Pair the pupil or student with a seeing classmate who can assist him/her to organise their work.
8. Use verbal praise or touch to give the children encouragement.
9. Use the name of the pupil’s or students during class discussions so that the individual knows who is talking.
10. Computers offer particular support to learners with visual impairment.
11. Teacher should make use of abacus, tactile geometrical shapes,talking calculator and Braille ruler.
12. Lessons can be taped using a cassette recorder for later playback at home or as revision.
13. Keep walkways open. Make sure your classroom is easy to move through and free of obstacles.
14. Give extra time, if needed. Some kids may need more time to travel between classes, complete assignments or
activities, and take tests.
LEARNERS WITH PHYSICAL AND SENSORY
DISABILITIES

Hearing Impairment
 HEARING
IMPAIRMENT
Hearing Impairment as a disability category is similar to the
category of deafness, but it is not the same. The official definition of a
hearing impairment by the Individuals with Disabilities
Education Act (IDEA) is “an impairment in hearing, whether
permanent or fluctuating, that adversely affects a child’s
educational performance but is not included under the definition of
‘deafness.'” A hearing loss above 90 decibels is generally
considered deafness, which means that a hearing loss below 90
decibels is classified as a hearing impairment.
 PHYSICAL
Speech CHARACTERISTICS
sound system is delayed and the child is not developing
sounds appropriately. Frequent or re-occurring ear infections.

1. conductive
2. sensorineural
FOUR SUBCATEGORIES: 3. mixed
4. central

1. mild
2. moderate
LEVELS OF HEARING LOSS: 3. severe
4. profound
EDUCATIONAL
CHALLENGES
Educational obstacles related to hearing impairments
stem around communication. A student with a hearing
impairment may experience difficulty in:
1. the subjects of grammar, spelling and vocabulary
2. taking notes while listening to lectures
3. participating in classroom discussions
4. watching educational videos
5. presenting oral reports
 TIPS FOR TEACHERS AND
• Early intervention - This can limit communication hurdles. Typically, both oral (speech, lip
PARENTS
reading and use of residual hearing) and manual (sign language) communication are used with and
taught to children with hearing impairments. Voice and articulation training is often recommended to
help students learn to form the sounds which they cannot hear.

• Designating a note taker - this can allow a student with a hearing impairment to concentrate fully on
listening to a lecture. A combination of traditional communication, lip reading, sign language and
assistive technology can compensate for issues which make listening to lectures and
participating in class discussions challenging. Children who read lips often need to sit close to the
teacher, while those who use sign language may use an interpreter. Turning on captions during a
video can reiterate what a student may pick up from his or her amplifying device.

• Don’t underestimate a child’s intelligence based on a hearing impairment - “For most children
with hearing impairments, language acquisition and language development are significantly delayed.
As a result, some may incorrectly estimate the child’s intelligence as low.
LEARNERS WITH PHYSICAL AND SENSORY
DISABILITIES

SpeechImpairment
SPEECH
IMPAIRMEN
Speech Impairment refers to difficulties producing
speech sounds or problems with voice quality. They might
T be characterized by an interruption in the flow or rhythm of
speech, such as stuttering, which is called dysfluency.
Speech impairment may be problems with the way sounds
are formed, called articulation or phonological disorders, or
they may be difficulties with the pitch, volume or quality of
the voice. There may be a combination of several problems.
People with speech impairment have trouble using some
speech sounds, which can also be a symptom of a delay.
 CHARACTERISTICS ASSOCIATED WITH SPEECH IMPAIRMENT

Articulation Disorder
• difficulty making certain sounds
• sounds are left off, added, changed, or distorted
• others have difficulty understanding an individual's pronunciation
• children past a certain developmental age are unable to produce certain
sounds correctly

Fluency Disorder
• stuttering
• repetition, hesitation, prolongation, or disturbance in speech
• tension in the face, neck, shoulders or fists
• issues with pitch, loudness, resonance, or quality of voice
• hoarse, raspy, harsh, or nasal voice
•
•
changes in pitch
loss of voice Voice Disorder
• loss of endurance while speaking
• dull to sharp pain associated with voice use

• misunderstanding of words in context

• inability to use words correctly in context
• difficulty expressing ideas or needs
•
LanguageDisorder •
difficulty understanding what others are saying
improper use of words and their meanings
• inappropriate grammatical patterns
• reduced vocabulary
• inability to follow directions
TEACHING
1. Encourage and accept all forms of communication
STRATEGIES
2. Be conscious of your own communication style
3. Teach active listening skills
4. Give time to think and respond to questions
5. Help with sequencing and word order
6. Creating tests that are appropriate for the student with speech
impairment (for example, written instead of oral or vice versa.)
LEARNERS WITH PHYSICAL AND SENSORY
DISABILITIES

Multiple Physical
Impairment
 MULTIPLE PHYSICAL
IMPAIRMENT
A physical impairment or also known as
physical disabilities is a limitation on a person's
physical functioning, mobility, dexterity or stamina.
People with Multiple physical impairment
tend to have difficulties participating in daily
activities, including walking, standing, sitting,
moving hands and arms, and controlling muscles.
CAUSES OF PHYSICAL
IMPAIRMENTS
Physical Impairments can be caused by either hereditary,
congenital or acquired reasons.

Physical Impairments include:

• cerebral palsy
• stroke
• spina bifida
• arthritis
• spinal cord injury
• epilepsy
• muscular dystrophy
 CHARACTERISTI
• CSunable to hold a pen and write for extended
Is often physically
periods of time or may experience challenges with input, output, and
information processing when working on assignments, tests, and/or
exams.
• Student has difficulty finishing assignments and/or tests in allotted
time.
• Experiences fatigue and limited mobility when speaking to a person
for a long period of time.
• Requires extra time to obtain formats compatible with assistive
technology.
• Feels excluded during group exercises or has difficulty moving
around the classroom.
• Expends a great deal of energy to complete daily tasks.
• Experiences challenges with daily living activities and mobility.
 TEACHING AND LEARNING
• STRATEGIES
Encourage independence and allow students extra time to complete tasks.
• Remove obstacles so that the student can move freely from lesson to lesson.
• Encourage support and communication to prevent isolation.
• Minimize distractions in the classroom environment.
• Consider physical access issues such as ramps, toilets, lifts and classroom layout.
• Incorporate advice from the occupational therapist in the student’s programed.
• Use computers and audio-visual aids in the student’s learning and teaching programed.
• Specialized equipment may also be necessary such as adapted keyboards, page
turners, word boards or special desks.
• Slower-paced activities are better than those requiring a fast response.
• Ensure that the student feels included and is encouraged and praised.
• Table-type desks with adequate leg space will need to be considered if the student has a
wheelchair and place yourself at their eyelevel when talking to them.
• The board in the classroom may have to be lowered if the student is in a wheelchair.
• To facilitate students’ reading, use easels, portable reading racks or adjustable desks.
• Teach social skills if necessary.
 The gifted are those capable of superior performance and these include those
with demonstrated achievement or potential ability in one or more of the following areas:
a. General intellectual ability
b. Specific academic aptitude
c. Creative or productive thinking ability
d. Leadership ability
e. Ability in the visual or performing art
f. Psychomotor ability

The majority of the population will fall within an IQ of 85 – 115. The

mean, or average, IQ is 100. A gifted child’s IQ will fall within these ranges:
Mildly gifted: 115 to 130
Moderately gifted: 130 to 145
Highly gifted: 145 to 160
Profoundly gifted: 160 or higher
CLASSIFICATION OF GIFTED
INDIVIDUALS
Handicapped Gifted
 HANDICAPPED
TheGIFTED
gifted handicapped are those individuals who exhibit
unusual gifts, talents in spite of physical, mental, emotional, or
experiential handicaps and exhibits the following characteristics:

• limited communication skills

• inadequate social skills
• high level, abstract thinking skills
• low self-concept brought about by negative attitude of
others, labels, and lowered expectations from teacher and
other significant adults
CLASSIFICATION OF GIFTED
INDIVIDUALS
Disadvantaged Gifted
 DISADVANTAGED
GIFTED
Disadvantaged gifted learners are pupils who come from
deprived and underserve sectors of society. Their primary
deprivation is economic and material poverty along with its
social, cultural, and psychological components.
 CHARACTERISTI
• independence ofCS
actions
• imagination in thinking
• originality and creativity
• responding well to media
• language rich in imagery
• response to the concrete
• learning quickly through experience
• fluency in nonverbal communication
• ability to generalize learning to other areas
• ability to solve problems by ingenious methods
 Disadvantaged mentally superiorprefersto:
1. study their lessons in the afternoon up to early evening

2. learn by reading silently, undertaking experiments, role-playing,

problem solving, and using instructional materials that can be both
heard and seen

3. engage in group activities

4. work on assignment or project continuously, never stopping until

finished.
CLASSIFICATION OF GIFTED
INDIVIDUALS
Nurtured Gifted
 NURTURED
Individual with highIQs GIFTE
D
fast learning ability good physical health
good abstract reasoning good command of language
interest in reading biographics reading prior to entering school
high scores on achievement tests scientific inclination
enjoyment of learning poor handwriting
high energy level good adjustment
 OTHER
• capacity forCHARACTERISTICS
learning - accurate perception of social and natural
situations: independent, rapid, efficient learning of facts and
principles, fast meaningful reading, with superior retention and recall.

• power and sensitivity of thought - ready grasp of principles

underlying things, able in analysis, synthesis, and organization of
elements, critical situation, self, and other people.

• curiosity and drive - mental endurance, tenacity of purpose,

stubborness, curiosity about things and ideas; boredom with routine and
sameness.
 NURTURED
GIFTE
Highly Creative Individuals
D
Highly creative children tend to be nonconforming: they
question, challenge, and even psychologically threaten some
teachers who do not tolerate high levels of nonconformity.
 CHARACTERISTI
• CS of ideas or solutions to problems and questions.
generate a large number

• build a reputation for having wild or silly ideas.

• rely more on own evaluations than on those of others.

• display humore, playfulness, and relaxation in their creative product.

• are inhibited in expression of opinion, sometimes radical and spirited in

disagreement, tenacious.

• display a good deal of intellectual playfulness, fantasize, imagine, not

conforming, accept disorder, are not interested in details, do not fear
being different.
 TYPES OF GIFTEDNESS
TYPE I. THE SUCCESSFUL
They learn well and are able to score high on achievement tests and tests of
intelligence. These are the children many believe will "make it on their own."

TYPE II. THE CHALLENGING

Type II's are the divergently gifted. They typically possess a high degree of creativity
and may appear to be obstinate, tactless, or sarcastic.

TYPE III. THE UNDERGROUND

Type III's are gifted girls whose belonging needs rise dramatically in middle school.
They begin to deny their talent in order to feel more included with a non-gifted peer
group.
 TYPES OF GIFTEDNESS
TYPE IV. THE DROPOUTS
Type IV gifted students are angry. They are angry with adults and with themselves
because the system has not met their needs for many years and they feel rejected.
They may express this anger by acting depressed and withdrawn or by acting out and
responding defensively.
TYPE V. THE DOUBLE-LABELED
Type V refers to gifted children who are physically or emotionally handicapped in
some way, or who have learning disabilities. these students are either ignored because
they are perceived as average or referred for remedial assistance.
TYPE VI. THE AUTONOMOUS LEARNER
Type VI students are independent and self-directed. They feel secure designing their
own educational and personal goals. They accept themselves and are able to take
risks. An important aspect of the Type VI is their strong sense of personal power.
LEARNERS WHO ARE GIFTED AND
TALENTED
Visual Arts
 VISUAL
ARTS
Students as those "who give evidence of high achievement
capability" and "who need services or activities not ordinarily
provided by the school in order to fully develop those capabilities."

Students who are artistically gifted are often highly creative.

The artists make use of innovative methods, experiment with exciting
materials, and push the boundaries of their art. They show fluency of
imagination and expression. They can’t get their ideas down fast
enough.
Artistically gifted students live their art. It is part of them. Even
the medium is often like an extension of the fingers. Their work is
intensely personal and shows an inner need for visual expression.
 CHARACTERISTICS OFTHE VISUALLY
GIFTED
Two sets of characteristics are associated with visually talented
children: behavioral traits and characteristics of their artwork. It is not
likely that a child will have all of the characteristics listed below, but a child
who possesses special talent in art will probably exhibit many or even most
of them.
 Behavioral Traits
• Early Evidence
• Emergence Through Drawing
• Rapidity of Development
• Extended Concentration
• Self-Directedness Characteristics of theArtwork
• Possible Inconsistency with • Verisimilitude
Creative Behavior • Compositional Control
• Fluency of Idea and Expression • Complexity and Elaboration
• Calculating Capacity • Memory and Detail
• Sensitivity to Art Media
• Random Improvisation
 How can parents and teachers offer support?
1.Be an appreciator. Find opportunities to enjoy the arts together or with others. It is
crucial for artistically gifted students to have opportunities to see the work of more
accomplished artists. Be sure to find opportunities to appreciate your student's own artistic
endeavors.

2.Be a curator, nurture your student. Date your student's artwork to chart his/her artistic
development. Archive programs and photographs from performances. Encourage them to
keep a journal to record large and small milestones in their development as an artist.

3.Be your student's advocate. Advocate for differentiation in arts education for high- ability
students. Remember that giftedness in the arts is no less meaningful than academic
giftedness. Seek out mentoring opportunities for your young artist. Professional artists
can offer meaningful mentoring experiences to young gifted artists.
LEARNERS WHO ARE GIFTED AND
TALENTED

M usic
 MUSI
C
Musically gifted children or individual will
often sing or hum a melody that they heard
somew here earlier. Their brain seems to be
specially, good at absorbing and remembering
musical information and they derive a lot of
pleasure from recreating it for themselves at will.
Signs a child is mutually gifted
• Musically-responsive movement
• Response to good sounds
• Listening for music in the world
• Hearing songs or melodic ideas all around
• Instrument playing by ear
• Matching pitch
• Picking out harmony lines
• Heightened emotional response
• Musical people in their family
• Sustained focus on music
• Enjoys music
 GENERAL
Four mainCHARACTERISTICS
categories of intelligence that others posses to a lesser degree:

1. Pitch- Not only will the musically gifted be able to distinguish between high and
low tones, but they will also be able to comprehend the link between them.

2. Rhythm- Musically skilled people have an uncommon capacity to remember and

reproduce rhythmic patterns they’ve heard. They can recognize a rhythmic pattern
without using musical notation, and they can spot common rhythmic structures that
others might miss.

3. Melody and Harmony - Musically skilled people have an easy time memorizing and
recalling melodies and harmonies. When new melody has been included, musically
skilled will be able to tell that harmony hasn’t change and vice versa.

4. Timbre- Gifted individuals often exhibit strong memories of timbre; and will
perceive subtle difference between similar instruments like a cornet and trumpet.
Othercharacteristicsare:
• Sensitive to non-verbal sound in the environment,
including melody and tone
• Aware of patterns in rhythm, pitch and timbre
• Listen to and play music
• Match feelings to music and rhythms
• Sing, hum, whistle and move to music
• Remember and work with different musical forms
• Create and replicate tunes
• Like to listen to music when working
TEACHING
• Re-write song lyrics to teach a concept
STRATEGIES
• Encourage students to add music to plays
• Create musical mnemonics
• Teach history through music of the period
• Have students learn music and
f o l k dancing from other countries
 LEARNERS WHO ARE GIFTED AND
TALENTED

Intellectual Giftedness
INTELLECTUAL
GIFTEDNESS “Intellectually Gifted” means a child whose
intellectual abilities, creativity, and potential for
achievement are so outstanding that the child's
needs exceed differentiated general education
programming, adversel y affects educa tional
performance, and requires specifically designed
instruction or support services.
“ Gifted child” is a child who is naturall y
endowed with a high degree of general mental
ability or extraordinary ability in a specific sphere of
activity or knowledge.
 INTELLECTUAL
GIFTEDNESS
Intellectual giftedness is an intellectual ability significantly higher than average.
• Unusually keen sense of humor (Gentle or hostile)
• Idealistic standards and sense of justice
• Intensity
• Intensified self-awareness and feelings being different
• Unusual amounts of information
• Enjoy intellectual activities and elevated levels of comprehension
• Flexible thought process and conceptualized thinking
Profoundly gifted individuals score in the 99.9th percentile on IQ and
achievement tests and have an exceptionally high level of
intellectual prowess.
 Characteristics of Profoundly
•
Gifted
Rapid Comprehension: they have an advanced ability to learn and process
information rapidly, combined with a need for constant mental stimulation.
• Intuitive Understanding of the Basics: Gifted children may have trouble concentrating on
tasks that are not intellectually challenging, including repetitious materials or rote
tasks; profoundly gifted children may need less practice to master an idea or concept.
• Tendency toward Complexity: A need to understand the " big picture" an
understanding of how things relate to each other.
• Need for Precision: An ability to make definitive decisions without an extensive
contextual background to questions.
• High Expectations: A tendency to hold themselves and others to high standards, which can
sometimes present as perfectionism or a very defined sense of justice.
• Divergent Interests: they may seek out older children or adults who share their interests, or
they may connect with younger children who are flexible in their thinking and
engage in imaginational pursuits.
LEARNERS WHO ARE GIFTED AND
TALENTED

Performing Arts
 PERFORMING
Gifted in ARTS
Performing Arts can demonstrate unusual
adeptness or skill in the field of drama, music, dance,
and/or visual arts. Unlike the academic and intellectual
areas, students may not have been exposed to these
artistic areas. Therefore, it is possible for students to have
the potential for outstanding contribution in the arts as they
become involved in the arts.
 Social Characteristics
• Can lead others in artistic pursuit.
• Highly motivated to improve expressive skills.
• Analyze and interpret their observations and present them artistically.
• Can engage effectively with an audience through their works.
• Exhibits a sense of humor.
• Shows mutual respect to the feelings and experiences of others,
recognizing that everyone is important in the creative process.
• Communicates feelings by means of facial expressions, gestures, and
bodily movements.
• Shows ability to communicate verbally and or through bodily-
kinesthetic means.
Psychological Characteristics
• Can produce original works superior to others of their age.
• Particularly sensitive to patterns.
• Have the ability to visualize.
• Compelled to perform or produce.
• Keenly observant.
• Voracious reader and theoretical thinker.
• Inventive and creative.
• Shows risk taking and presence.
• Demonstrates an excellent memory.
• Use one's body to communicate and solve problems.
 Physical •
•
Has well developed motor coordination.
High energy, rapid speech, and constant movement.
•
Characteristics •
Enjoys dance and dramatic activities with musical elements.
Competitive success in the arts.

•
•
Strong reaction to being in the limelight-negative positive.
Respond emotionally to arts and their surroundings.
Emotional
•
•
Perfectionist.
Highly sensitive, intuitive, and empathetic. Characteristics
Learning Characteristics
• Learn best through physical activities.
• Remember through bodily sensations.
• They learn more quickly and independently than most students their own age.
• They often have well developed vocabulary skills, as well as advanced
reading and writing skills.
• They are motivated, especially on task that are challenging or difficult.
• They often have large storehouse of information about a variety of topics,
which they can recall quickly.
• They are often skeptical, critical, and evaluative. They are quick to spot
inconsistencies.
• They have well developed powers of abstraction, conceptualization, and
synthesis.
 TEACHING
STRATEGIES
•Provide tactile and movement activities.
(For example, role playing.)
• Involves students in physical activities.
(For example, engaging them to various types of sports.)
• Allow students to move while working.
• Use sewing, model making or other activities using fine
motor skills.
THANK YOU FOR LISTENING!