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Definition of Terms

This document provides an introduction to special education. It defines key terms like special educational needs, diversity, disorder, impairment, disability, handicap, and exceptionality. It explains that learners are diverse in their abilities, backgrounds, and needs. Special education aims to educate students with disabilities or special needs in a flexible way that addresses individual differences. This helps students achieve independence and school success. Teachers must understand diversity, debunk misconceptions, and appreciate individual differences in all students.

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11 views

Definition of Terms

This document provides an introduction to special education. It defines key terms like special educational needs, diversity, disorder, impairment, disability, handicap, and exceptionality. It explains that learners are diverse in their abilities, backgrounds, and needs. Special education aims to educate students with disabilities or special needs in a flexible way that addresses individual differences. This helps students achieve independence and school success. Teachers must understand diversity, debunk misconceptions, and appreciate individual differences in all students.

Uploaded by

kobby klaus
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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GPDR233: Introduction

to Special Education
• Understand related terms in
special education
Learning • explain special educational
objectives needs
• Implications of special
education to the teacher
Understanding
diversity

3
Diversity in the classroom
• 'Diversity' as a term means differences -
abilities, disabilities and difficulties.

• Learners are diverse as a result of their sex,


ethnic or socio-economic background,
special talents and abilities as well as
disabilities.
Diversity in the classroom
• In real classroom situation, some individuals learn
easily while others cannot learn easily, some are
well behaved and friendly while others are
mischievous cannot make or maintain friends.
• Some individuals are visual learners; others are
auditory or tactile learners, while others may be a
combination of the above.
We are diverse as a result of
•Nature: genetic inheritance and biological
influence

•Nurture: external influence e.g. personal


experience, community influence, social
influence, education etc.
Disorder
• This is rather broader term in disability that
refers to a general disturbance in mental,
physical, or psychological functioning
(Hardman, Drew, & Egan, 2005).

• Relates more to a limitation in mental function


than a physical function
• ADHD, ASD, SPD
Impairment
• A loss or damage to organ/
diseased organ which restricts
functioning

•Impairment is medically related


Disability
• any restriction or lack (resulting from an
impairment) of ability to perform an activity in
the manner or within the range considered
normal
• E.g. Learning disability, Intellectual disability
Models of disability
• Charity model: view persons with disability as a burden,
unfortunate and to be pitied.

• Medical Model: persons have an impairment with their body or


their mind. They need to be “fixed” to fit into the system.

• Social Model: Barriers that prevent people from participating


should rather be fixed and not the person

• Human rights model: All person have rights to equal


participation regardless of the presence of a disability.
Handicap
• It is a limitation imposed on the individual
either by environmental demands or a person’s
disability and is related to the individual’s ability
to adapt or adjust to those demands.
• Handicap is a situation specific (depending on
the circumstances).
• For example, a person may use a wheelchair
for his or her movements on UEW campus
when s/he cannot use the wheelchair to enter
say a lecture hall, momentarily s/he is
handicapped.
Exceptionality
• Description of an individual whose physical,
intellectual, or behavioural performances deviates
substantially or significantly from the norm, either
higher or lower (Hardman, Drew, & Egan, 2005).
• A person with exceptional characteristics is not
necessarily an individual with a disability or
handicap.
Normal bell curve
Exceptional learners in education
• Persons who require special education and
related services to realize their full human
potential.
• They are markedly different from most students in
one or more ways:
• May have a disability(ies)
• Higher intellectual functioning
• Lower intellectual functioning
Presentation Title
Special Education
• Educating students with disabilities and
special needs in a way that addresses
individual differences and needs.
• Children without
• Square pegs for
special needs • Diversity
square holes
• Not a flexible system • Flexible curriculum
• Special children
• Children must fit • Different ability
• Special teachers
into the general grouping
• Special schools
education system
Special Education/ Special Needs Education
• process involves the individually planned and
systematically monitored arrangement of teaching
procedures, adapted equipment and materials,
accessible settings, and other interventions
designed to help learners with disabilities and
special needs achieve a higher level of personal
self-sufficiency and success in school (Wilmshurst
& Brue, 2010).
Children with special needs
• Experiencing difficulties in school, whether
temporarily or permanently.
• Lacking interest and motivation in learning.
• Only able to complete one or two years of primary
education forced to repeat grades.
• Forced to work.
• Living on the streets.
• too far from any school.
Children with special needs
• severe poverty or suffering from chronic
malnutrition.
• Victims of war and armed conflicts.
• Physical, emotional, and sexual abuse.
• Simply not attending school, whatever may
be the reason.
• Handwriting difficulties
Implications to the teacher
• For the professional development of the teacher -
pedagogical skills development
• debunk the ill-perceptions and negative impressions
teachers may have about special education and children
with disabilities and special needs.
• teachers would begin to reflect positively on what makes
the differences in children’s performances, behavior, and
other areas of human development.
• Appreciate individual differences uniqueness and learn to
understand or tolerate everyone.
Thank you

26

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