10 Learners with Exceptionalities
1. ATTENTION DEFICIT AND ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD)
DESCRIPTION: Attention Deficit & Attention Deficit Hyperactivity Disorder (ADHD) is a
developmental neuropsychiatric disorder that affects the executive system of the brain which
makes it difficult for young learners and young adults to have focus in attention and to control
offhand behaviors. Young learners and young adults may always be in trouble and almost
restlessly active.
CLASSIFICATION:
SIGNS AND SYMPTOMS:
1. Overlook details; make careless mistakes in schoolwork or doing other activities.
2. Have problems sustaining attention in tasks or play, including conversations, lectures, or
lengthy reading.
3. Seem to not listen when spoken to directly.
4. Fail to follow through on instructions, fail to finish schoolwork, chores, or start tasks but
quickly lose focus and easily get distracted
5. Have problems organizing tasks and activities, such as doing tasks in sequence, keeping
materials and belongings in order, keeping work organized, managing time, and meeting
deadlines
6. Avoid or dislike tasks that require sustained mental effort, such as schoolwork or homework
7. Lose things necessary for school activities, such as school supplies, pencils, books, and
other personal belongings
Signs of hyperactivity and impulsivity may include:
1. Fidgeting and squirming while seated
2. Getting up and moving around in situations when staying seated is expected, such as in the
classroom or school activities
3. Running or dashing around or climbing in situations where it is inappropriate, often feeling
restless
4. Being unable to play or engage in hobbies quietly
5. Being constantly in motion or "on the go,"
or acting as if "driven by a motor"
6. Talking nonstop
7. prirs out an answer before a question hae been complated, firishing ther
people's sentences, or speaking without waiting for a turn in conversation
8. Having trouble waiting his or her turn
9. Interrupting or intruding on others, for example in conversations, games, or other school
activities
SCHOOL-BASED PROGRAM:
● ENVIRONMENTAL MODIFICATION TECHNIQUE - This is the changing of some
aspects in the learning environment to fit to the needs of the child.
● STRUCTURED CURRICULUM - The teacher has to make significant adjustments in the
rules, procedures, and expectations to shelter the particular needs of a student with
ADHD.
● BEHAVIOR CONTRACT AND POSITIVE REINFORCEMENT - Another good and
helpful strategy for classroom management is the use of a behavior contract and with
incentives for positive work and attitudes. The child can see that there is a positive
benefit for behaving properly and for finishing one's work.
● FUNCTIONAL BEHAVIORAL ASSESSMENT - The child is trained to reflect what
causes his inappropriate behavior. The child needs to determine also when the
inappropriate behavior usually occurs.
● CONTINGENCY-BASED SELF-MANAGEMENT - This approach allows the child to
monitor his own behavior. If the child is able to maintain the good behavior, he will be
given a reward based on the appropriate behavior shown.
● SELF-MONITORING - It is a combination of functional behavioral assessment and
contingency-based self-management techniques. The student monitors his disruptive
behavior, records it and analyzes why the behavior occurs and what are the possible
consequences of his actions.
● SELF- CONTROL STRATEGY - This requires students to stop, think and compare their
behavior to a criterion, record the results and receive reinforcements if their behavior
meets the criterion.
2. EMOTIONAL-BEHAVIORAL DISORDER (EBD)
DESCRIPTION: Individual Disabilities Education Act (IDEA) defines emotional-behavioral
disorder as a condition manifesting one or more of the following characteristics in a long period
of time and to a marked degree that adversely affect the ability to learn.
CLASSIFICATION:
TYPES OF BEHAVIOR DISORDER:
● Disruptive Behavior Disorder - It has two types, which are Oppositional Conduct
Disorder (OCD), or the defiant behavior towards authority such as parents and teachers.
The second one is Conduct Disorder (CD), which is more serious because the person
will show aggression, destruction and violation of basic human rights of others without
fear or concern about the result.
TYPES OF EMOTIONAL DISORDER
● Personality Disorder:
a. Passive-aggressive Personality Disorder - It is the power developed by children to gain
control over their parents, teachers and other significant adults by resisting them.
b. Antisocial Personality Disorder - This disorder is characterized by aggressive behavior
against siblings, peers, parents, teachers and another adult.
● Anxiety Disorder of Childhood
a. Separation Anxiety Disorder - Anxiety due to separation from parents and other
significant adults is common among children during the first day of school.
b. Avoidant disorder of Childhood or adolescence - They will completely withdraw or avoid
any social interaction with unfamiliar peer or adult for fear of being criticized, shamed or
ridiculed.
c. Selective Mutism - Refusal of the person to talk for a long period of time even if he
knows how to speak and can understand the language used by the person talking to
him.
● Elimination Disorder:
a. Encopresis - Voluntary or involuntary passage of feces into underwater or floor.
b. Enuresis - Repeated voluntary or involuntary elimination of urine during the day or night
into bed or clothes.
● Eating Disorder:
a. Anorexia Nervosa - They resort to significant reduction of food intake, intensify their
exercise routine, using laxatives, diet pills and enemas.
b. Bulimia Nervosa - This is the uncontrolled eating of large quantities of food.
● Mood Disorder:
a. Dysthymic Disorder - This is the persistent feeling of depression or irritable mood for
most of the day for the period of one year.
SIGN AND SYMPTOMS:
Oppositional Defiant Disorder:
a. Often loses temper
b. Often argues with adults
c. Actively defies or refusés to comply with adult requests or rules
d. Deliberately annoys other people
Conduct Disorder:
a. Bullies, threatens or intimidates others
b. Initiates physical fights
c. Uses a weapon that can cause serious physical harm
d. Physically cruel to people and animals
Anxiety Disorder of Childhood:
a. Extreme anxiety associated with separation from home or attachment figures
b. Excessive worry about losing or possible harm that will lead to separation from a major
attachment figure.
c. Refusal to go to school or elsewhere.
d. Fearful to be alone or home without the major attachment figures.
Avoidant disorder of Childhood or adolescence:
a. Avoids any activity that involves interpersonal contact for fear of disapproval and
rejection.
b. Unwilling to get involved with people unless he is well liked by them.
c. Preoccupied with being criticized or rejected in front of a crowd.
d. Has a poor self-image, seeing oneself as ugly, not good enough.
SCHOOL-BASED PROGRAMS:
● Physical Environment Intervention - Place the student with (EBD) in the front center
aisle of the classroom. Since they are easily distracted, they should be seated away
from the door, window, etc.
● Behavior Management Techniques - Includes self-management, self-monitoring, and
also peer mediation and support.
● Positive Reinforcement - This can be in a form of social praise, personal notes and
positive or corrective feedback. Such things can provide encouragement from the
students.
● Negative Reinforcement - This theory states that a student will perform the appropriate
behavior to avoid or escape negative consequences.
● Time Out - The student is being removed to a positive reinforcement because of his
undesirable behavior.
● Punishment - This should be used when the behavior is dangerous to the student or
others.
