Typology of Learners With Special Needs

Typology of Learners with Special Needs
Learners who are Gifted and Talented and Learners with

Socio-Emotional Disorder
Module 14 - ProfEd F T/C 4
Learning Outcomes
a. Distinguish the different types, identifications, etiologies,
causes, characteristics of learners who have
special/additional needs.
b. Identify the educational considerations in teaching students
who are gifted, talented and with socio-emotional disorder.
Definition
Learners who are gifted and talented are students with higher abilities than
average and are often referred to as gifted students. This group refers to students
whose talents, abilities, and potentials are developmentally advanced. They
require special provisions to meet their educational needs, thus presenting a
unique challenge to teachers. This group includes students with exceptional
abilities that often set them apart from their age mates.
The term giftedness refers to students with extraordinary abilities in various

academic areas. However talent focuses on students with extraordinary abilities
in specific areas.
Identification
To identify gifted and talented students, one must do the
following:
1. Locate the student’s domain of giftedness
2. Describe the student’s level of giftedness
3. Describe the student’s fields of talent
Learning Characteristics
1. High level of curiosity
2. Reads actively
3. High degree of task commitment
4. Keen power of observation
5. Highly verbal
6. Gets bored easily
7. Can retail and recall information
8. Excited about learning new concepts
9. Independence in learning
10. Good comprehension of complex text
11. Strong, well-developed imagination
12. Often gives uncommon responses to common questions
The following principles can guide teachers as they attempt
to adapt instruction to meet the needs of these students:
1. Assess frequently to identify areas in which students
have already mastered essential content.
2. Provide alternative activities to challenge students’
abilities and interests.
3. Utilize technology to provide challenges.
General Educational Adaptations
● Teachers may give enrichment exercises that will allow learners to study the same topic at
a more advanced level.
● Acceleration can let students who are gifted and talented move at their own pace thus
resulting at times in completing two grade levels in one school year.
● Open-ended activities with no right or wrong answers can be provided, emphasizing on
divergent thinking wherein there are more possibilities than predetermined answers.
● Leadership roles can be given to gifted students since studies have shown that gifted
students are socially immature.
● Extensive reading on subjects of their own interest may be coordinated with the school
librarian to further broaden their knowledge.
● Long-term activities may be provided that will give the gifted students an opportunity to
be engaged for an extended period of time.
LEARNERS WITH SOCIO-
EMOTIONAL DISORDER
Definition
Emotional Behavior Disorder
IDEA defines emotional disturbance as follows:.. a condition exhibiting one or the following
characteristics over a long period of time and a marked degree that adversely affects a child’s
educational performance:
● An inability to learn that cannot be explained by intellectual, sensory, or health factors.
● An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
● Inappropriate types of behavior or feelings under normal circumstances.
● A general pervasive mood of unhappiness or depression.
● A tendency to develop physical symptoms or fears associated with personal or school
problems.”
Some of the characteristics and behaviors seen in children who have an
emotional disturbance include:
● Hyperactivity (short attention span, impulsiveness);

● Aggression or self-injurious behavior (acting out, fighting);
● Withdrawal (not interacting socially with others, excessive fear or anxiety);
● Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
● Learning difficulties (academically performing below grade level).
According to the National Alliance on Mental Illness (NAM),
mental illnesses can affect persons of any age, race, religion, or
income. Further: Mental illnesses are not the result of personal
weakness, lack of character, or poor upbringing. Mental illnesses
are treatable. Most people diagnosed with a serious mental illness
can experience relief from their symptoms by actively participating
in an individual treatment plan.
Specific Emotional Disturbances
1. Anxiety Disorders- refers to several distinct disabilities that share the core
characteristic of irrational fear: generalized anxiety disorder (GAD), obsessive-
compulsive disorder (OCD), panic disorder, posttraumatic stress disorder
(PTSD), social anxiety disorder (also called social phobia), and specific phobias.
According to the Anxiety Disorders Association of America, anxiety disorders
are the most common psychiatric illnesses affecting children and adults. They are
also highly treatable. Unfortunately, only about 1/3 of those affected receive
treatment.
2. Bipolar Disorder- also known as manic-depressive illness,
bipolar disorder is a serious medical condition that causes
dramatic mood swings from overly “high” and/or irritable to sad
and hopeless, and then back again, often with periods of normal
mood in between. Severe changes in energy and behavior go
along with these changes in mood.
For most people with bipolar disorder, these mood swings and
related symptoms can be stabilized over time using an approach
that combines medication and psychosocial treatment.
3. Conduct Disorder- This refers to a group of behavioral and
emotional problems in youngsters. Children and adolescents with this
disorder have great difficulty following rules and behaving in a
socially acceptable way. This may include some of the following
behaviors:
● aggression to people and animals;
● destruction of property;
● deceitfulness, lying, or stealing; or
● truancy or other serious violations of rules.
Although conduct disorder is one of the most difficult behavior
disorders to treat, young people often benefit from a range of services
that include:
● training for parents on how to handle child or adolescent behavior;
● family therapy;
● training in problem solving skills for children or adolescents; and
● community-based services that focus on the young person within
the context of family and community influences.
4. Obsessive-Compulsive Disorder- Often referred to as OCD,
obsessive-compulsive disorder is actually considered an anxiety
disorder. OCD is characterized by recurrent, unwanted thoughts
(obsessions) and/or repetitive behaviors (compulsions).
Repetitive behaviors (handwashing, counting, checking, or
cleaning) are often performed with the hope of preventing
obsessive thoughts or making them go away. Performing these
so-called “rituals,” however, provides only temporary relief, and
not performing them markedly increases anxiety.
5. Depression is a mood disorder that causes a persistent feeling
of sadness and loss of interest. Also called major depressive
disorder or clinical depression, it affects how you feel, think and
behave and can lead to a variety of emotional and physical
problems. You may have trouble doing normal day-to-day
activities, and sometimes you may feel as if life isn't worth
living.
The following is a short list of ways that educators can promote the social and emotional well-being
of students with LDs (adapted from The Social and Emotional Side of Learning Disabilities by
Sheldon H. Horowitz, EdD. Click here to access the article).
1. Recognize the student's specific areas of strength (competence) and need, and look for (or
create) teachable moments to model and reinforce positive skills.
2. Teach social skills the same way you would academic skills: proceed in small steps, demonstrate
and give multiple examples, offer practice and feedback (reinforcement and praise), and
systematically find opportunities to generalize (apply) newly learned skills and behaviors to
different settings.
3. Find ways to build the student's self-concept, and help them to achieve and sustain a level of
appreciation and positive status among their peers.
4. Try to minimize competition and focus instead on cooperative learning by creating opportunities
for shared learning and joint activities.
References:
● https://debh.exceptionalchildren.org/behavior-disorders-definitions-
characteristics-related-information
● https://www.ldatschool.ca/learn-about-lds/social-emotional-development-lds/
● Aligada-Halal, Cristina N. et.al.(2020). Foundations of Special and Inclusive
Education. REX Book Store. Manila.

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Typology of Learners with Special Needs

Learners who are Gifted and Talented and Learners with

The term giftedness refers to students with extraordinary abilities in various

● Hyperactivity (short attention span, impulsiveness);

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