Exceptional Children

Exceptional Children - Characteristics and catering to the needs of: Creative learners, Gifted, Underachiever, Slow learner, Learning disabled, Mentally challenged, physically disabled, Socially & Culturally disadvantaged, Delinquent

1. EXCEPTIONAL CHILDREN Suresh Babu G Assistant Professor CTE CPAS Paippad , Kottayam

2. EXCEPTIONAL CHILDREN Exceptional children are those who deviate significantly from the normal ones. An exceptional child deviates from the normal or average child in that he required mental, physical and social characteristics to such an extend that he required service or modification of school practices or special education supplementary instruction in order to develop his maximum capacity.

3. Definition According to Cruichshank , an exceptional child is he who derivates physically, intellectually, emotionally and socially so markedly from normal growth and development that he cannot be benefited from a regular classroom programme and needs special treatment in school.

4. Characteristics of Exceptional Children Exceptional children deviate markedly from the average children. Their deviation from the average children is so great that they can be easily distinguished from average children. This deviation may fall in any behavioural or development dimensions - physical, intellectual, emotional or social. These children experience peculiar problems and requires modification of school practices, special education and other services in order to maximize their functioning level.

5.   Exceptional Children are of following Kinds Intellectually Exceptional (mentally exceptional) Physically Exceptional ( a) The gifted (b) The backward (e) The mentally retarded (d) The creative (e) The underachiever (f) The learning disabled ( a) The deaf and dumb (b) The blind and near blind (c) Orthopaedically handicapped (d) Children with speech defects

6. Emotionally Exceptional Socially Exceptional Multi-exceptional Delinquents Underprivileged children Children with more than one defect Exceptional Children - Kinds

7. 1. THE GIFTED CHILD (The Talented or Superior Child) A gifted child is one who shows consistently remarkable performance in any worthwhile line of endeavour Such an individual exhibits superiority in general intelligence or possesses special abilities of a high order. According to Witty , the term gifted or talented stands for those whose performance is consistently remarkable in some potentially valuable activity.

8. Some psychologists have defined giftedness on the basis of intelligence quotient. Terman set IQ 140, while Goddard set IQ 120 as the lower limit of giftedness. Persons with an IQ higher than 140 can be accepted as exceptionally gifted. But, a gifted child need not necessarily possess a very high IQ. A person who shows outstanding performance in other spheres of activity regardless of his average IQ or low scholastic achievement also be termed as gifted. Those who show promise in creative writing, dramatic, mechanical skill, music, graphic art and social leadership are also included under gifted children. THE GIFTED CHILD

9. Characteristics of Gifted Children In comparison to children of his own age group, he is superior in some ability or group of abilities. He knows about many things of which most students are unaware. He learns rapidly and easily, and retains it without much drill. He has a rich vocabulary marked by originality, which he uses easily and accurately. He is extremely inquisitive and quick in understanding

10. A gifted child is much original in thinking, uses good unusual methods. He is alert, keenly observant and respond quickly His span of attention is broader and he could perform difficult mental task . Characteristics of Gifted Children

11. Identification of Gifted Children Group tests of intelligence are useful as preliminary screening device. Then a standardized achievement test may be used to identify gifted children. School marks and records of pupils achievements Observation in the classroom and outside the classroom

12. Need and Problems of Gifted Children Needs The need for knowledge and understanding. The need of creativity and ingenuity. The need for development of his exceptional abilities. The need for self-actualization and self-expression Teacher !

13. Problems Problems arising from the frustration of special needs. Problems arising from the lack of understanding. Problems arising from undue attention and appreciation. Problems arising from non-challenging class work. Need and Problems of Gifted Children

14. Education of Gifted Children Selection of gifted students Separate School – For developing specific abilities and potentialities with the service of specially trained teacher. It is criticized and labeled undemocratic. Ability Grouping – Refers to the separation of the children into different near homogeneous groups according to their ability. Helps for healthy competition.

15. Acceleration or Double Promotion Enrichment Programme – giving extra assignments and activities to Gifted Triple Track Plan – Uniform syllabus is prescribed for all. It is learned according to the level of students. Summer Schools Special facilities and apparatus for gifted Education of Gifted Children

16. The Backward Child ( The slow Learner) A backward child is one who compared with other pupils of the same age shows marked educational deficiency. Backwardness in general is applied to cases where their educational attainment falls below the level of their natural abilities. According to Burt a slow leaner is a child who is unable to cope with the work normally expected of his age group. The IQ of slow learners usually range from 70 to 90.

17. Characteristics of Backward Children He is a slow learner and feels difficulty in keeping pace with the normal school work. His educational attainments falls below his natural abilities. He falls behind other children of his age in matters of study. He is necessary a failure in the academic field and shows educational improvement, His span of attention and concentration are short has short reaction time. His ability to evaluate materials for relevancy is limited and has got limited power of self direction.

18. Causes of Backwardnes s Physical and physiological factors Intellectual sub normality Family problem School factors such as defective, uninteresting and in effective teaching, lack of equipments and facilities, defective curriculum and examination system, poor administration, improper attitude if teachers, etc. Social factors such as influence of neighborhood, peer, etc.

19. Identification of Backward Children Identifying features of Backward Children – By observing physical, mental, social and moral characteristics. Tools and Techniques – Achievement test, diagnostic test, Intelligence test, attitude aptitude test, observation, situational test, medical examination and students record.

20. Problems of Backward Children Too difficult class works. Lacks of motivation for learning. Lack of belief in himself. Fear of failure and lacks ability and confidence. Anxiety

21. Education of backward Children Regular medical check-up and necessary treatment. Readjustment in the home and school. Provisions of special schools or special classes. Provision of special curriculum, methods of teaching and special teachers. Special coaching and proper individual attention. Provision for co-curricular activities, rich experiences and diversified courses. Rendering guidance service Controlling negative environment factors

22. The Creative Child A creative child is one who has got an ability to create, discover or produce a new idea or objects including the arrangement or reshaping of what is already known to him. A creative child is curious, resourceful, flexible, open-minded, sensitive to problems and shows originality of ideas and expression. According to Skinner, a creative thinker is one who explores new ideas and makes new observation, new predictions and new inferences.

23. Characteristics of Creative Children He demonstrates originality in ideas and action. He develops institution in his problem. Possesses a high degree of keenness, attentiveness, alertness, and power of concentration. He is very curious by nature and possesses for sightedness in abundance. Possesses a high degree of sensitivity towards problems. He demonstrates the ability to transfer learning from one situation to another. He demonstration very rich creative imagination and is divergent and diversified in his thinking.

24. Identification of Creative Children Creativity test – Minnesota Test of Creative Thinking, Wallach and Kogan Creativity Instruments. Non creativity test like observation, interview, check list, rating scale, etc.

25. Role of the Teacher Develop divergent thinking. Giving opportunities and atmosphere for creative expressions. Give freedom for students. Give creative activities.

26. Special Techniques for Fostering Creativity Elaboration – Giving skeleton outline of a problem and elaboration of problem which give individual to develop from it. Brain Storming Synectics – It is a creative problem solving technique which uses analogies, metaphors and fantasy to trigger idea generation.

27. Underachievers An underachiever is a learner whose achievement consistently falls well below his potential ability. If the achievement of a learner is poorer than might have been predicted from intelligence tests, he is said to be an underachiever and his achievement is called as underachievement. It is a discrepancy between potential achievement and actual achievement. James defined underachievers as those subjects who achieved academically at a level below what would be expected for the individuals ability level.

28. Types of Underachievers Situational Underachievers – This type of children only achieve on occasions, apparently when the mood takes them. These children have few long-term problems. Chronic underachievers – This type of individuals seldom achieve up to their ability. It is mostly due to physiological or developmental reasons. They show permanent emotional problems. 80 percent of use in this category are boys.

29. Characteristics of Underachievers They show a discrepancy between ability and achievement. The primary characteristic is one of low self-esteem Poor study habits, un-mastered skills and social and discipline problem. Poor school performance causes variety of emotional symptoms. They show learning disabilities of diverse nature. They possess low internal locus of control.

30. They have poor test result at school and no hobbies. They have a low self-image often displaying distrust, indifference, and lack of concern and hostility. They have little motivation with poor study habits. Have less self-confidence. Characteristics of Underachievers

31. Causes of Underachievement Physical Factors – Defects of sense organs, Physical and motor handicaps, etc Socio-psychological factors – Poor self-esteem, low levels of self confidence etc Family related factors Poor fit between the child and the school placement. School related factors

32. Education of Underachievers Early identification and counseling. Special classroom. Flexibility of curriculum, adjusting instructional strategies, varied learning style option etc. Proper home school interaction. Providing appropriate help when needed.

33. Learning disabled The term learning disability refers to a mixed group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, writing, reasoning or mathematical abilities. To be considered as one with learning disability, the child should have normal intelligence or above, have difficulty in at least one academic area, and have no other diagnosed problem or disorder, such as sensory handicaps or mental retardation that is causing the difficulty.

34. Characteristics of Learning D isabled Children They essentially suffer from serious learning difficulties which is visible in the acquisition and use of language, numerical or mathematical ability, or social skills. They show lack of motivation, inattention, inability to generalize inadequate ability in problem solving , information processing etc Fail to acquire information at the same rate as most people of the same age. They exhibit learning handicaps and show observable deficiency in learning and mastering and educational achievement.

35. They may exhibit symptoms of hyperactivity and impulsivity. Most of the LD children experience emotional problems, show signs of anxiety, moodiness and emotional fluctuations. They may exhibit disorders of neuro -muscular coordination, motor functioning, perceptual irregularity, memory, thinking and attention. Characteristics of Learning Disabled Children

36. Causes of Learning Disability Genetic factors Physiological factors – like brain damage, accident etc Environment factors – pre-mature delivery, malnutrition, family set back, cultural deprivation etc.

37. Identification of Learning Disabled Children Non-testing devices – observation, rating scale , interview etc Testing devices –Achievement test, diagnostic test, teacher made test etc.

38. Types of L earning Disabilities Dyslexia – It is language based learning disability characterized by a severe impairment in the ability to read and spell. Dysgraphia – It is a specific learning disability that affects writing abilities. Dyscalculia – It is a mathematical learning disorder where the mathematical ability is far below expected from a person’s age, intelligence and education.

39. Education of Learning Disabled Children Provision for special schools or classes. Provision for special remedial educational programmes . Structuring and improving the existing environmental set-up Special approaches and techniques – Behavioral approach, psychoanalytic approach, Individualized instructional approach, Self-instructional approach, Multi-sensory approach and Technological approach.

40. Mentally Challenged / Mentally Retarded A mentally retarded child (MR, Child) is one who shows significantly subnormal general intellectual functioning existing concurrently with deficits in adaptive behaviour , and manifested during the development period. According to Page, mental deficiency is a condition of sub-normal mental development, present at birth or early childhood and characterized mainly by limited intelligence and social inadequacy.

41. Characteristics of MR Children They are dependent and feel difficulty in managing themselves. In comparison with children of their own age, their rate of intellectual development is too low. They feel difficulty in shifting from one type of activity to another. They are vary poor at following general verbal instruction. They lack much in the power of observation, imagination, thinking and reasoning, and ability to generalize. They are poor at abstraction and can only think in items of concrete object and situations. They are socially and emotionally maladjusted personalities.

42. Classification of MR Children Intelligence Quotient (IQ) has been taken as the criterion for the classification of mentally retarded individuals. On the basis of their performance on some standardized intelligence test they are classified as, Morons - IQ 51 to 70 Imbeciles – IQ 25 to 50 Idiots – IQ below 25

43. Based on the adaptive behaviour of the individual, mentally retarded Children are classified into four levels: Mild MR – IQ 52 to 67 (as per Stabford - Binet Test) 85% of MR individuals are found in this category (educable). Moderate MR – IQ 36-51 : 10% of MR individuals are found in this category (Not educable but trainable). Severe MR – IQ 20 to 35 : 3.5% of MR individuals are found in this category ( Dependent retarded Not educable and not trainable). Profound MR – IQ below 20 : 1.5% of MR individuals are found in this category ( Life support MR completely unable to look after themselves). Classification of MR Children

44. Causes of Mental Retardation Genetic factors Deficient intra-uterine environment, abnormal emotional and mental conditions of mother during pregnancy and other problems during pregnancy. Head injuries during delivery Post natal factors like head injuries due to accidents, infections and chronic diseases.

45. Education of MR Children Education provision for MR children are based on the degree of severity of their retardation. They are grouped as Educable Mentally Retarded (EMR), Trainable Mentally Retarded (TMR), and Custodial Mentally Retarded (CMR). General Educational Provisions Provide special schools Curriculum, methods of teaching and tools of evaluation should be adjusted according to their individual needs. Learning task should be brief and uncomplicated.

46. 4.Learning task he applied to object problems and situations in the learner’s life environment. 5. Over learning must be built into the lessons. 6. Individualized instruction 7. Learning by doing Education of MR Children

47. Educational Provision for EMR Schooling may be delayed for 2 to 3 years During schooling year give instruction in simple arithmetical concepts, understanding for the home and community. Formal reading and writing at 9 or 10 th age. Educational Provision for TMR Help to acquire self management skills like independent eating, dressing, toileting etc. Simple academic skills training like recognize sings and symbols , use of coin etc Train for unskilled occupational job Should taught necessary house skills Education of MR Children

48. Educational Provision for CMR Strong emphasis on self management skill Taught to protect them self from fire, animals etc

49. The Handicapped Children A handicapped child is one having a physical or mental impairment, expected to be of long or indefinite duration that substantially limits one or more major life activities of the individual so that the person is unable to live independently.

50. Physically Handicapped Children Physically handicapped child is one who possesses a physical defect which reduces his efficiency in performing his personal and social obligations according to a socially determined standard According to WHO, an individual who is afflicted with a physical impairment that, in any way, limits or inhibits his/her participation in normal activities may be referred to as physically handicapped.

51. Types of Physically Handicapped Individuals The visually handicapped or Blind. Acoustically handicapped or Deaf. Speech handicapped or Mute Orthopedically handicapped or Crippled

52. The visually handicapped or Blind They are one who suffers from total or partial visual impairment. It will affect the life of the individual in physical, mental, social, educational and vocational aspects. Major problems – Poor intelligence, Academic retardation, personality disorder, problems in social adjustment.

53. Educational Provisions visually handicapped 1. Education of totally blind children :- Residential blind school, providing special equipments, Physical and art education, Vocational training. 2. Education of partially sighted children :- Special class, Special co-scholastic activities, Minimum visual tasks, proper class room arrangements for them.

54. Aurally or Acoustically Handicapped Children They are those who have difficulty in hearing either one or both ears or have no power of hearing at all. Causes :- Genetic defects, Prenatal causes, Perinatal causes, Postnatal Causes ( brain fever, whooping cough etc), Psychological causes (emotional depression and trauma) , Accidents, severe burns, toxic drugs etc.

55. Educational Provision – Use hearing aid, Speech reading, Vocational training, Preschool education, Classroom arrangements.

56. Speech Handicapped Children Those whose speech deviates so far from the speech of other people, that it calls the attention to itself, interferes with communication or causes discomfort or distress to speaker or listener. Types of Speech Disorder Disorders of articulation – it includes distortion , omission, etc.

57. 2. Disorders of Phonation – deviation in loudness quality, pitch or intensity of sound. 3. Delayed Speech – not speak at the usual age due to lack of motivation. 4. Stuttering and Stammering – repetitions of sounds, irregularities of breathing etc. Speech Handicapped Children

58. Causes Organic causes Functional Causes – imitation Psychological causes – emotions, feelings etc Influence of social environment Role of Teacher Direct them to language therapist Giving speech training Care for the imparted children Giving Extra- curricular activities Speech Handicapped Children

59. Orthopedically Handicapped One who suffers from a defect that is accomplished by one or other type of deformity that inhibits the normal exercise of his muscles, joints or bones. Causes Hereditary Congenital causes – infection, maternal malnutrition etc Acquired causes – birth injury, accidents etc

60. Educational Provisions for Orthopedically Handicapped Vocational training Adjust the school equipments Access to school facilities Health programmes Provide recreational facilities

61. The Socially and Culturally Disadvantaged Child The socially disadvantaged children are those who comes from socially and economically backward section of the community who cannot profit from school because of deprivation of one sort or another. The term culturally deprived, says Risessman , refers to those aspects of middle class culture such as education such as education, books, formal language etc which these groups have not benefited. Now the term is used as educationally deprived who have limited access to education

62. Characteristics Socially and Culturally Disadvantaged Child Possess low intellectual level They show poor academic performance, premature school termination and high dropout rate. Shows a high index of linguistic disabilities. They are apathetic, unresponsive and lack initiation. They have more anxiety, low frustration tolerance, low attention span and distraction in learning. Have poor self-concept and low level of aspiration. They show belief in external factors like luck, chance etc.

63. Causes of Socially and Culturally Disadvantaged Child Lack of educational environment in the home. Lack of adequate encouragement to go to school. Lack of good health and proper diet for children. Lack of sufficient language and reading skills. Religious or caste prejudices. Chronic unemployment, social isolation, humiliation and inferiority feeling due to indifference of others. Poor parent-child relationship

64. Problems of Socially and Culturally Disadvantaged Child Linguistic problem Poor cognitive background Low level of aspiration Learning difficulties Motivational problem

65. Educational provision for Socially and Culturally Disadvantaged Child Proper early education. Head Start Programme – It is a summer programme for socially and culturally disadvantaged child. Specialization or remedial programmes for them. Establish residential schools for them Give financial aids. Appoint expert teachers who have got training for giving proper guidance to them Give compensatory pre-school education. Vocationalise the education.

66. The Delinquent Child A delinquent child or juvenile delinquent is one who deviates seriously from the norms of his culture or society and commits such acts that, if committed by an adult would be punishable as crimes. According to Newmeyer , a delinquent is a person under age who is guilty of anti-social and whose misconduct is an infraction of law.

67. Characteristics of Delinquent Child Sheldon and Gluecks identified the following Characteristics Physical – They are mesomorphic in construction, muscular and bold. Temperamen t - Restlessly energetic, impulsive, extraverted, aggressive and destructive. Attitude – Hostile, defiant, resentful, suspicious, unconventional and non-submissive to authority. Psychological – Tending to direct and concrete rather than symbolic in intellectual expression and less methodological towards problem Socio-cultural – Lack of affection, stability, moral standard of parents usually unfit to guide them effectively.

68. Causes of Delinquency Heredity Constitutional deformity which give rise to feeling of inferiority, more aggressive. Family factors like broken family, improper parental control etc. School factors like defective curriculum, improper teaching method etc.

69. Role of Teacher Educate the parents to understand their children . Save the child from bad company and antisocial environment. Remove students from defective neighborhood. Rectify the school education and school environment by making it healthy and congenial. Encourage guided group activities. The impulses and emotions of children must be sublimated. Provide moral and religious teaching in school.

70. All child can learn