1. “AUTISM”
Autism is defined by the Autism Society Of America (ASA) as: "Autism is a
complex developmental disability that typically appears during the first three
years of life and is the result of a neurological disorder that affects the normal
functioning of the brain, impacting development in the areas of social interaction
and communication skills. Both children and adults with autism typically show
difficulties in verbal and non-verbal communication, social interactions, and
leisure or play activities.
CAUSES
Although autism is the result of a neurologic abnormality, the cause of these problems
with the nervous system is unknown in most cases. Research findings indicate a strong
genetic component. Most likely, environmental, immunologic, and metabolic factors also
influence the development of the disorder
Emotional trauma: Some believed that emotional trauma at an early age, especially bad
parenting, was to blame. This theory has been rejected.
Vaccines: Although the mercury preservative used in some vaccines is known to be
neurotoxic, the most recent research on this subject does not suggest a specific link
between vaccines and autism.
Environmental factors and exposures may interact with genetic factors to cause an
increased risk of autism in some families
SYMPTOMS
Difficulty with verbal communication, including problems using and understanding
language
Inability to participate in a conversation, even when the child has the ability to speak
Difficulty with non-verbal communication, such as gestures and facial expressions
Difficulty with social interaction, including relating to people and to his or her
surroundings
Inability to make friends and preferring to play alone

2. Unusual ways of playing with toys and other objects, such as only lining them up a
certain way
Lack of imagination
Difficulty adjusting to changes in routine or familiar surroundings, or an unreasonable
insistence on following routines in detail
Repetitive body movements, or patterns of behavior, such as hand flapping, spinning, and
head banging
Preoccupation with unusual objects or parts of objects
CHARACTERISTICS (PHISICAL, MENTAL, EMOTIONAL AND SOCIAL)
(PHISICAL)
Myoclonal jerks, sudden muscle Abnormal gait and posture
movements Toe walking
Clumsiness
Choreiform, jerky and involuntary Difficulty with sitting, lying,
movements crawling and/or walking
Poor eye-hand coordination Difficulty chewing and/or
Limb apraxia, when it is difficult to swallowing
make certain movements with an Unusual sweating
arm or leg Abnormal reaction to sensory stimuli
Problems with intentional Rashes, dermatitis, eczema and/or
movements itching
(EMOTIONAL)
Sensitivity or lack of sensitivity to Unusually high or low pain
sounds, textures (touch), tastes, tolerance.
smells or light. Intolerance to certain food textures,
Difficulty with loud or sudden colours or the way they are presented
sounds.

3. on the plate (one food can’t touch Desires comfort items (blankets,
another). teddy, rock, string).
Inappropriate touching of self in Laughs, cries or throws a tantrum for
public situations. no apparent reason.
(SOCIAL)
Very little or no eye contact. Difficulty understanding jokes,
Resistance to being held or touched. figures of speech or sarcasm.
Tends to get too close when speaking Difficulty reading facial expressions
to someone (lack of personal space). and body language.
Responds to social interactions, but Difficulty understanding the rules of
does not initiate them. conversation.
Does not generally share Difficulty understanding group
observations or experiences with interactions.
others.
CLASSIFICATION/TYPES WITH EXPLANATION:
Autistic Disorder is commonly called “classic autism.” It is a neurological and
developmental disorder that is typically seen during the first three years of life.
Individuals diagnosed with this disorder normally manifest developmental delays
in communication, social and behaviour skills.
They often display characteristics that set them apart from others such as the
difficulty in engaging in social relationships and an obsession with behaviour
patterns.
TEACHING STRATEGIES AND TECHNIQUES
Applied Behavior Analysis (ABA): The ABA teacher observes the behavior of a person
with autism and then provides instructions on any necessary missing skills. The teachers

4. teach by providing a concise instruction and reward a correct response. The reward
system encourages the positive behavior.
TEACCH: TEACCH is a structured teaching method that provides an organized school
environment with a strict schedule, visual teaching methods and short, clear instructions.
TEACCH programs can easily be personalized.
Sensory Integration Therapy: Therapists use sensory integration therapy to help
children with autism who have repetitive behavior or sensory issues. The therapy can
help some children develop language skills, especially with tomatis vocal exercises.
Developmental, Individual Difference Floortime (DIR):Greenspan's DIR Floortime
uses play to teach autistic children emotional engagement, how to connect ideas and
focus attention as well as problem solving and self-expression.
MENTAL RETARDATION
DEFINITION OF MENTAL RETARDATION
Mental retardation (MR) is a generalized disorder appearing before adulthood,
characterized by significantly impaired cognitive functioning and deficits in two or more
adaptive behaviors. It has historically been defined as an Intelligence Quotient score
under 70.
CAUSES
Infections (present at birth or Metabolic
occurring after birth) Toxic
Chromosomal abnormalities Trauma (before and after birth)
Environmental Unexplained (this largest category is
Genetic abnormalities and inherited for unexplained occurrences of
metabolic disorders mental retardation)
SYMPTOMS
Continued infant-like behavior Failure to meet the markers of
Decreased learning ability intellectual development

5. Inability to meet educational Lack of curiosity
demands at school
CHARACTERISTICS of Mental Retardation
Mental retardation can be classified into three categories: physical, intellectual and
behavioral. Children with this problem have a slower rate of physical development,
however, do not have any specific physical attributes that differentiate them from the
rest of the population. They may exhibit conditions like hyponocity, abnormalities of the
orofacial parts and unsteady gait. In terms of behavioral characteristics of mental
retardation, these children exhibit characteristics such as limited self-control,
aggressiveness or self-injury. In fact, some people with severe mental retardation
characteristics are even found to exhibit obsessive compulsive disorder.
Classification of Mental retardation
Mild mental retardation-have an of IQ score ranges from 50-70
Moderate mental retardation- have IQ scores ranging from 35-55
Severe mental retardation-have IQ scores of 20-40
Profound mental retardation-have IQ score under 20-25
Teaching Strategies For Mental Retardation
For mild to severe mentally disabled children use behavioral objectives. Behavior
objectives must be stated very specifically and in observable and measurable
terms, you need to think about how the behavior will be measured only then you
can come up with solutions.
Writing effective behavior an objective requires a great deal of practice, be
prepared to reflect on your objectives and learn from them.
CEREBRAL PALSY
Cerebral palsy (CP) is the term used for a group of nonprogressive disorders of
movement and posture caused by abnormal development of, or damage to, motor control

6. centers of the brain. CP is caused by events before, during, or after birth. The
abnormalities of muscle control that define CP are often accompanied by other
neurological and physical abnormalities.
CAUSES:
Pregnancy Risk Factors
• Maternal diabetes or hyperthyroidism • Poor maternal nutrition
• Maternal high blood pressure • Maternal seizures or mental retardation
Delivery Risk Factors
• Premature delivery (less than 37 weeks gestation)
• Prolonged rupture of the amniotic membranes for more than 24 hours leading to fetal infection
• Severely depressed (slow) fetal heart rate during labor, indicating fetal distress
• Abnormal presentation such as breech, face, or transverse lie, which makes for a difficult delivery
Neonatal Risk Factors
• Premature birth – the earlier in gestation a baby is delivered, the more likely she is to have brain
damage
• Asphyxia – insufficient oxygen to the brain due to breathing problems or poor blood flow in the brain.
• Meningitis – infection over the surface of the brain
• Seizures caused by abnormal electrical activity of the brain
• Interventricular hemorrhage (I. V. H.) – bleeding into the interior spaces of the brain or into the brain
tissue
• Periventricular encephalomalacia (P.V.L.) – damage to the brain tissue located around the ventricles
(fluid spaces) due to the lack of oxygen or problems with blood flow
SYMPTOMS:
Smaller muscles in affected arms or Dental problems
legs. Accidents
Abnormal sensations and perceptions Infections and long-term illnesses.
Skin irritation

7. Types of cerebral palsy are as follows:
Spastic (pyramidal): Increased muscle tone is the defining characteristic of this type.
Dyskinetic (extrapyramidal): This includes types that affect coordination of movements.
There are two subtypes.
Athetoid: The person has uncontrolled movements that are slow and writhing.
Ataxic: This type affects balance and coordination.
Mixed: This is a mixture of different types of cerebral palsy. A common combination is
spastic and athetoid.
Teaching Strategies and Technique
Communication Assistance
Many students with cerebral palsy have difficulty being understood when they speak.
Accommodations should be made to assist the student in expressing herself verbally.
The accommodations can include sign language, communication boards or verbal
recognition software on a computer. The most important thing is for the teacher to be
patient when communicating with a child who has cerebral palsy.
DOWN SYNDROME
Down syndrome: A common birth defect that is usually due to an extra chromosome 21
(trisomy 21). Down syndrome causes mental retardation, a characteristic facial
appearance, and multiple malformations. Down syndrome was also once called
mongolism, a term now considered out of date, as the disorder has no relationship to
Mongolian or Asian heritage. It can occur in any racial or ethnic group.
Causes:
Down syndrome is caused by the abnormal cell division, most commonly at the level
of the oocyte, before or at conception. Less commonly, abnormal cell division can affect
spermtozoon at conception. The factors that cause cells to divide abnormally are not
known.
The genes are grouped in the form of chromosomes. Normally, a child inherits 46
chromosomes,23 from each parent. After the abnormal cell division, from Downsyndrom
results an additional genetic material, usually an extra chromosome. Down syndrome is
classified according to the specific way in which the extra genetic material is produced.
Symptoms:

8. Poor muscle tone, loose ligaments Celiac disease
Small hands and feet Eye problems, such as cataracts
Congenital heart disease Thyroid dysfunctions
Hearing problems
Characteristics
Eyes that have an upward slant, oblique Single, deep creases across the center
fissures, epicanthic skin folds on the of the palm
inner corner, and white spots on the iris Protruding tongue
Low muscle tone Large space between large and second
Small stature and short neck toe
Flat nasal bridge A single flexion furrow of the fifth finger
Teaching Strategies
Children with Down syndrome have
particular strengths and weaknesses
associated with their learning
development :
They are visual learners.
They understand a lot more than they
can say.
They are able to follow classroom rules
and routines.
They need help to remember
instructions shorter phrases or visual
clues.
They have the same feelings as any
other child.
“LEARNING DISSABILITY”
Learning disabilities are problems that affect the brain's ability to receive process,
analyze, or store information. These problems can make it difficult for a student to learn
as quickly as someone who isn't affected by learning disabilities.

9. Causes of Learning Disabilities
The damage usually manifest in one of the following ways:
1. Fewer numbers of brain cells in important areas of the brain
2. Smaller size of brain cells
3. Brain cells that moved into the wrong part of the brain (dysplasia)
4. Lower than normal blood flow to specific areas of the brain
5. Brain cells that metabolize glucose (the brain's primary fuel) at lower than normal
levels
Symptoms of Learning Disabilities
Short attention span Eye-hand coordination problems;
Poor memory poorly coordinated
Difficulty following directions Difficulties with sequencing
Inability to discriminate Disorganization and other sensory
between/among letters, numerals, difficulties
or sounds
Poor reading and/or writing ability
Characteristics of Learning Disabilities
Has difficulty comparing things or Comments are often off track
classifying and sorting items Difficulty thinking in a logical or
according to a specific criteria sequential manner
Time concepts present difficulty, Difficulty with number concepts
before, after, tomorrow, last week Often requires a great deal of
etc. clarification and one to one support
often doesn't get jokes or ideas in
humorous situations Classification of Learning Disability
Creativity and imagination is usually
limited Auditory Processing Disorders:
Often slow to respond Aphasia:
Difficult time prediciting what may
happen next, or answering
comprehension type questions
Dysgraphia: Visual Processing Disorder:
Dyspraxia: Dyscalculia
Disorder: Short and Long Term
Memory Problems:

10. Teaching strategies and techniques of learning disability
Most instruction at home or in school can be adapted to accommodate the needs of
students with learning disabilities such as Dyslexia or other learning problems. These
strategies, and others on this site, can be used to modify instruction in most subject
areas to improve students' comprehension of tasks and the quality of their work.
Set the stage for learning by telling children why the material is important, what the
learning goals are, and what the expectations are for quality performance.
Use specific language. Instead of saying, "do quality work," state the specific
expectations. For example, in a writing assignment, a teacher might grade based on
correct punctuation, spelling, and inclusion of specific points. If your child does not
understand what his teachers expect of him, contact the teacher and ask for details you
need to help your child. Suggest the teacher may want to begin posting that information
on a school web site so others can use it as well.
Teachers should develop a scoring guide, share it with students, and provide models of
examples of each level of performance.
“GIFTED”
Gifted children are those considered by educational systems to have significantly higher
than normal levels of one or more forms of intelligence.
Characteristics common in gifted children
Express curiosity about many things Have good memories
Ask thoughtful questions Exhibit unusual talent in art, music, or
creative dramatics
Have extensive vocabularies and use
complex sentence structure Exhibit especially original imaginations
Are able to express themselves well Use previously learned things in new
contexts
Solve problems in unique ways
Are unusually able to order things in

11. logical sequence Have sustained attention spans and are
willing to persist on challenging tasks
Discuss and elaborate on ideas
Are very observant
Are fast learners
Show talent in making up stories and
Desire to work independently and take telling them
initiative
Are interested in reading.
Exhibit wit and humor
Classification/ Types of Gifted Children
Successful Gifted Child Personality Type- These children are usually successful academically,
and identified as gifted at school. They are high achievers and perfectionists who seek for other
people‟s approval. The problem, however, is that with time they often get bored and devote
minimum effort to achieving. At home these gifted children need independence and freedom of
choice, as well as time for personal interests, and risk taking experiences.
Challenging Gifted Child Personality Type- This personality type includes very creative, but often
frustrated or bored, gifted children. They question the systems around them and are often
rebellious because their abilities are unrecognized.
Underground Gifted Children Personality Type- Many of such children are never identified as
gifted since they are usually quiet and insecure. They often hide their talents, resist challenges,
and drop out of gifted school programs because of their shyness.
Dropout Gifted Child Personality Type-These gifted children are angry and depressed because
the school system does not recognize their abilities, and does not address their special
educational needs.
Double-labelled Gifted Child Personality Type- This type of gifted child is often unrecognized
because these children have a physical, emotional or learning disability.

12. Autonomous Gifted Child Personality Type- These are self-confident and independent children
that are successful academically, motivated, goal-oriented, and responsible. Each subtype of
giftedness can be strongly pronounced in one personality.
Teaching Strategies and Techniques
Tip #1: Familiarize yourself with the Characteristics of Intellectually Gifted Students
Not all gifted students in your classroom will be identified and even those who are may not
always appear to be gifted. As such, it is important that you don't allow yourself to be
distracted by false stereotypes. Gifted students come from all ethnic groups, they are both boys
and girls, they live in both rural and urban areas and they aren't always straight A students.
Students who are intellectually gifted demonstrate many characteristics, including: a precocious
ability to think abstractly, an extreme need for constant mental stimulation; an ability to learn
and process complex information very rapidly; and a need to explore subjects in depth.
Students who demonstrate these characteristics learn differently
Tip #2: Let Go of "Normal"
In order to be an effective teacher, whether it's your first year or your 30th, the best thing you
can do for yourself is to let go of the idea of "normal." I can't encourage you enough to offer all
students the opportunity to grow from where they are, not from where your teacher training
courses say they should be. You will not harm a student by offering him/her opportunities to
complete work that is more advanced. Research consistently shows that curriculum based on
development and ability is far more effective than curriculum based on age.
Tip #3: Conduct Informal Assessments
Meeting the needs of gifted students does not need to be an all consuming task. One of the
easiest ways to better understand how to provide challenging material is to conduct informal
whole class assessments on a regular basis. For example, before beginning any unit, administer
the end of the unit test. Students who score above 80% should not be forced to "relearn"
information they already know. Rather, these students should be given parallel opportunities
that are challenging. I generally offered these students the option to complete an independent
project on the topic or to substitute another experience that would meet the objectives of the
assignment, i.e. taking a college/distance course.

13. Tip #4: Re-Familiarize Yourself with Piaget & Bloom
There are many developmental theorists and it is likely that you encountered many of them
during your teacher preparation course work. When it comes to teaching gifted children, I
recommend taking a few moments to review the work of Jean Piaget and Benjamin Bloom. Jean
Piaget offers a helpful description of developmental stages as they relate to learning. Gifted
students are often in his "formal operations" stage when their peers are still in his "pre-
operational" or "concrete operations" stages. When a child is developmentally advanced he/she
has different learning abilities and needs. This is where Bloom's Taxonomy can be a particularly
useful. Students in the "formal operations" developmental stage need learning experiences at
the upper end of Bloom's Taxonomy. Essentially all assignments should offer the student the
opportunity to utilize higher level thinking skills like analysis, synthesis and evaluation, as
defined by Bloom. I recommend using the Internet to learn more about these two important
theorists. A couple of websites that may be of interest include:
Piaget's Stage Theory of Development
Bloom's Taxonomy
Tip #5: Involve Parents as Resource Locators
Parents of gifted children are often active advocates for their children. If you are not prepared
for this, it can be a bit unnerving. The good news is that, at least in my experience, what they
want most is to be heard and to encounter someone who is willing to think differently.
Generally, I found that if I offered to collaborate with them, rather than resist them, we were
able to work together to see that their child's needs were met. For example, if they wanted
their child to have more challenging experiences in math, I would then enlist their help in
finding better curriculum options. I generally conducted an informal assessment to help them
determine the best place to start and then encouraged them to explore other options that could
be adapted to the classroom. Most parents understood when I explained that I didn't have the
luxury of creating a customized curriculum for every student, but that I would be willing to
make accommodations if they would do the research. Flexibility and a willingness to think
differently helped me create many win-win situations.
Tip #6: Learn About Distance Learning Opportunities
The choices available to teachers and parents in this area have exploded in the past several
years. Distance learning opportunities have dramatically increased options for meeting the

14. needs of gifted students. Programs such as EPGY math and the Johns Hopkins Writing Tutorials
as well as online high school and college courses, including online AP classes, are a great way
to substitute more challenging curriculum for students who demonstrate proficiency with grade
level material. Of course, these classes generally aren't free, but they are an option. And, in my
experience, they are an option that many parents are willing to fund. Search the free
online Davidson Gifted Database to find resources recommended by students, parents and
teachers.
Tip #7: Explore Acceleration ~ It's Free and It Works!
Another option is to allow students to attend classes with other students who are at the same
developmental level, rather than with their age peers. If a 9 year old can demonstrate that he is
ready to learn algebra, why should he be forced to take fourth-grade math just because he is 9
years old? Same goes for language arts, or science, or social studies or any other area of the
curriculum. Many well-meaning teachers worry that a student will run out of things to learn if
they are given access to curriculum designated for older students. Whenever I hear this
question I can't help but ask -- can a person ever truly run out of things to learn? Indeed, if we
let Susie, a third grader, learn fifth grade math this year, then fifth grade math isn't going to be
appropriate for Susie when she gets to fifth grade
Tip #8: Learning from the Experiences of Others
many well-meaning teachers innocently commit the following blunders when they encounter
gifted students. Don-t feel bad if you have committed them. I know I have and I wish someone
would have pointed them out to me before I had to learn about them the hard way.
Tip #9: Utilize Outside Resources
There is a lot of information in this article, and it is likely you're feeling a bit overwhelmed! Here
is the best news so far...you are not alone and you don't have to come up with all of the
answers by yourself. There are several national organizations devoted entirely to assisting
gifted young people and the professionals who serve them. The three most notable
organizations are the National Association for Gifted Children, Belin - Blank Center for Gifted
Education and Talent Development and the Davidson Institute for Talent Development. As a
first step, I recommend joining the Davidson Institute's free Educator's Guild. Members have
access to private electronic mailing lists and bulletin boards to exchange ideas, locate resources
and discuss issues with educators all over the country.

15. “HEARING IMPAIRMENT”
Hearing impairment is a generic term including both deaf and hard of hearing which
refers to persons with any type or degree of hearing loss that causes difficulty working
in a traditional way. It can affect the whole range or only part of the auditory spectrum
which, for speech perception, the important region is between 250 and 4,000 Hz. The
term deaf is used to describe people with profound hearing loss such that they cannot
benefit from amplification, while hard of hearing is used for those with mild to severe
hearing loss but who can benefit from amplification.
Causes / Symptoms of Hearing Impaired
1. Prenatal causes Viral diseases
Toxic conditions Congenital malformation
2. Perinatal causes
Traumatic experience during Heavy sedation
delivery Blockage of the infants
Anoxia or lack of oxygen due to respiratory passage
prolonged labor
3. Postnatal causes
Diseases ailments condition
-meningitis
-external otitis (inflammation of the outer ear)
-otitis media (often characterized by running/discharging ears the infection
of middle ear)
-impacted or hardened earwax (cerumen) which may lead to infection
4. Other causes
Heredity Malnutrition
Prematurity
Characteristics of Hearing Impaired

16. Hearing impairment is a common but serious problem affecting children of all ages. According
to the Palo Alto Medical Foundation, roughly 2 percent of children suffer from some degree of
hearing loss. Without prompt and effective treatment, hearing loss can cause a child to suffer
from significant speech delays, social problems and educational challenges. Hearing impairment
and deafness generally manifest with specific symptoms and characteristics. Although
symptoms vary among children, certain traits and behaviors are characteristically indicative of
hearing difficulties.
Speech Delays- Delays in the development of speech and language are classic symptoms of
hearing loss and deafness in children. The Palo Alto Medical Foundation notes that many
children are first diagnosed with hearing impairment in infancy or as toddlers. Children who do
not say single words by age 1 or two-word phrases by age 2 might suffer from hearing loss. A
toddler with normal hearing can typically name familiar objects, follow simple commands, and
recognize the names of family members by 15 to 24 months of age. Children with poor hearing
might be unable to communicate because they cannot understand or imitate spoken language.
When diagnosed and addressed early, children with early childhood speech delays generally
catch up to their peers.
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Communication Difficulties- Children with mild to moderate hearing impairment may develop
speech and language at roughly the same time as their peers. However, they might still
struggle to communicate and speak normally. According to the Palo Alto Medical Foundation,
children who are preschool-aged and older might manifest language-related symptoms of
hearing loss such as responding inappropriately to questions or experiencing difficulty
articulating themselves. The child might also have a peculiar voice, intonation, pattern of
speech or challenges with pronunciation.
Selective Hearing- Although it is relatively normal for children to "tune out" some statements or
commands from adults in authority, many children who seem to ignore their parents are unable
to hear them. The American Academy of Pediatrics reports that children with hearing loss might
be able to hear certain sounds and pitches. Hearing-impaired children are often unable to hear
their names when called, and their behavior can be mistakenly labeled as inattention or

17. behavioral misconduct. A hearing test or developmental evaluation can help to determine the
cause or nature of a child's selective hearing.
Behavioral Characteristics- Deaf and hearing-impaired children can develop a variety of
behavioral symptoms. Many children will turn up TVs or radios to an inappropriate volume in an
attempt to compensate for their sensory challenges. Children struggling with deafness may also
closely watch their peers to emulate behavior and body language -- a symptom known as
echopraxia. The American Academy of Pediatrics notes that hearing-impaired children might
appear dizzy or disoriented because the nerves in the ears also control balance. Academic
problems and irritability are also common symptoms of hearing loss in children.
Differential Diagnosis- Some children who appear to have the characteristics of hearing loss
might suffer from unrelated disorders. Behavioral and emotional disturbances can cause speech
delays and social difficulties, which might be mistaken for challenges with hearing or sensory
processing. Autism also manifests with many symptoms similar to hearing loss, including
selective hearing, language delays and abnormal speech patterns, according to MayoClinic.com.
Only a professional evaluation can correctly identify the cause of these symptoms and
characteristics.
Classification / Types of Hearing Impaired
There are different types of hearing loss, depending on which part of the hearing pathway is
affected. A specialist will always try to localize where in the hearing pathway the problem lays,
so as to be able to classify the hearing loss as belonging to one of the following groups. This is
most important in determining the appropriate treatment.
They are:
Conductive hearing loss Functional hearing loss
Sensorineural hearing loss Mixed hearing loss
Central hearing loss
Teaching Strategies

18. Encourage students with hearing impairment to seat themselves toward the front
of the lecture theatre where they will have an unobstructed line of vision.
There is a range of inclusiveteachingstrategies that can assist all students to
learn but there are some specific strategies that are useful in teaching a group
which includes students with hearing impairment.
Repeat clearly any questions asked by students in the lecture or class before
giving a response.
Provide written materials to supplement all lectures, tutorials and laboratory
sessions. Announcements made regarding class times, activities, field work,
industry visits etc should be given in writing as well as verbally.
Any videos or films used should, where possible, be captioned. When this is not
possible, you will need to consider alternative ways for students with hearing
impairment to access the information.
Students with hearing impairment, especially those with an associated speech
disorder, may prefer to have another student present their tutorial papers.
BEHAVIOR DISORDER
Behavior Disorders or BD are conditions that are more than just disruptive behavior.
They are related to mental health problems that lead to disruptive behavior, emotional
and social problems. Attention Deficit Disorder (ADD) is an example of a behavior
disorder. Children with behavior disorders typically need a variety of professional
interventions including medication, psychological treatment, rehabilitation, or possibly
other treatments.
Causes and Symptoms of Behavior Disorder
All children have occasional behavioral issues. Problems that last more than six
months and are more severe than those of peers may indicate that a behavioral
disorder is present. These problems can develop into chronic patterns of
aggression, hostility, defiance and disruption. The specific cause of behavioral
disorders is not known, but a number of factors may contribute to their
development. Genetics may play a role, as behavioral disorders are more

19. common in children who have a family history of mental illness or substance
abuse. Environment factors, such as unstable home life, child abuse, lack of
supervision, and inconsistent discipline, all seem to increase the risk of children
developing behavioral disorders.
Characteristics
Disrupts classroom activities Intimidates and bullies other
Impulsive students
Inattentive, distractible Regularly absent from school
Preoccupied consistently blames others for
Does not follow or appear to care their dishonesty
about classroom rules Low self esteem
Poor concentration Difficulty working in groups
Resistance to change and Demonstrate self-injurious
transitions in routines behavior
Often speaks out with irrelevant Cannot apply social rules related
information or without regard to to others personal space and
turn taking rules belongings
Demonstrates aggressive
behavior
Teaching Strategies and Techniques
Educational Recommendations teaching strategies for these students should be
based on changing the behavior itself. The system is often centered on
discouraging the unwanted behavior and rewarding/encouraging the desired
behavior.
Specifically identify the behavior which needs to be changed.
Create a baseline of the observed behavior.

20. Closely examine the information in the baseline and evaluate what has been
observed and documented
Develop short and long term goals for the student. In the plan create a reward
system to be used. Such as: give student a check mark for every 15 minutes
behavior is appropriate. When the student receives 8 checks they may have 10
minutes of computer time.
Reevaluate the plan for effectiveness. Has the behavior reduced occurrence in a
variety of settings?
Make modifications in the behavior plan to reinforce the desired outcome.
“VISUAL IMPAIRMENT”
Visual impairment (or vision impairment) is vision loss (of a person) to such a degree
as to qualify as an additional support need through a significant limitation of visual
capability resulting from either disease, trauma, or congenital or degenerative conditions
that cannot be corrected by conventional means, such as refractive correction,
medication, or surgery.
Symptoms
Symptoms and signs of ABI VI Photophobia (problems with bright
depend on the kind of vision light)
impairment the person has, but may Problems seeing an object that is
include: obvious to other people
Blurry or hazy vision Partial loss of the visual field (half of
Double vision the visual field in each eye or a
Knocking or bumping into things quarter of the visual field in each
Problems with balance or depth eye)
perception Loss of central vision.
Common causes
Some of the many causes of ABI VI can include:
Stroke or „brain attack‟, where part of the brain is damaged by a haemorrhage or
blockage in a blood vessel of the brain
Traumatic brain injury – for example, following a car accident or fall
Infection, such as meningitis or cytomegalovirus

21. Lack of oxygen, such as near-drowning or a heart attack, which can interrupt the flow of
blood to the brain
Disease, such as a brain tumour or multiple sclerosis.
A range of vision impairments
Some of the different kinds of vision impairment caused by brain injury include:
Visual field defects – such as homonymous hemianopia, when one half of the visual field
in each eye is missing.
Double vision (diplopia) this is where a single object is seen as two and cannot be
merged together.
Treatment
ABI VI cannot be corrected with glasses or contact lenses, as the cause lies within the person‟s
brain rather than their eyes.
Treatment involves managing the symptoms and depends on the type of vision impairment and
its cause. Options may include:
Treating the underlying brain injury. If the brain can recover from its injury, the person‟s vision
may also improve.
Wearing an eye patch – this can relieve double vision.
Options for managing poor visual clarity include using large print, writing with a thick black pen
on a white background to heighten contrast, increasing magnification and ensuring adequate
and appropriate lighting.
A person with a visual field defect can learn to use their eyes and/or head in a scanning
fashion, which means moving the eyes and head back and forth to make sure they look for
objects in their blind spot.
Special programs, such as the Acquired Brain Injury Mobility Service provided by Guide Dogs
Victoria, are available to people with ABI VI.
Acquired Brain Injury Mobility Service
The aim of the Acquired Brain Injury Mobility Service is to help the person with ABI VI achieve
independence. The rehabilitation program includes:
Individually tailored programs
Information on the vision impairment
Suggestions on how to make the most of the remaining visual field – for example, learning the

22. „scanning‟ technique
Advice on managing the vision impairment, including strategies to negotiate obstacles in a room
and to safely cross the road
Training to develop the use of the other senses – for example, touch and hearing
Training, firstly in secure indoor areas and progressing in stages to crowded and hard-to-
negotiate areas such as shopping centres
The program is available free of charge to both the client and their carers.
Accommodation is available in the residential training centre, known as Arnold Cook House, if
necessary.
PHYSICALLY HANDICAPPED
A physical disability is any impairment which limits the physical function of one or more
limbs or fine or gross motor ability. Other physical disabilities include impairments
which limit other facet
Causes of physical disabilities
Prenatal causes:disabilities that are acquired before birth
-Geneticincompatibilities between the parents.
Perinatal causes: disabilities that are acquired during birth
-Perinatal causes
- bornprematurely
Postnatal causes: disabilities gained after birth
-Accidents - Other illnesses
- infection
Types of physical disabilities
Mobility impairment
Visual impairment
Hearing impairment

23. Teaching Strategies and Techniques
Physical therapy and occupational therapy are two services that are sometimes
provided to students with physical disabilities in the public school system. Physical
therapy focuses on gross motor skills that involve the larger muscles in the body. A
disabled child can improve strength, movement, endurance and muscle tone
through exercises that are performed with a therapist's help. School physical
therapy treatment assists a student in traveling throughout the school
environment; participating in classroom activities; maintaining and altering
positions in the classroom; as well as managing stairs, restrooms and the
cafeteria. Physical therapy is also recommended for improving wheelchair mobility.
A special needs student often meets with the physical therapist once or twice per
week, depending on the child‟s individual needs. However, in some instances, the
physical therapist‟s role is to consult with the student‟s teachers regarding impact
of mobility and functional movement on the child's participation in school activities
then make appropriate recommendations.
Occupational therapy plays a role in helping students engage in activities of daily
living, such as educational activities, work, play, leisure and social participation. In
the school setting, activities of daily living include academic and non-academic
activities such as social skills, math, reading, writing, PE and recess participation,
and self-help skills. When students need assistance with self-help skills such as
washing hands, managing clothes for toileting, and tying shoes, a referral for
occupational therapy is usually made. Students with physical disabilities also
qualify for occupational therapy services when they have delays with fine motor
skills such as cutting with scissors, typing and handwriting. The occupational
therapist sometimes works directly with students once or twice per week, and
sometimes the therapist‟s role is to consult with the teachers and parents and
make recommendations.

24. “ADHD”
Health experts say that ADHD (attention deficit hyperactivity disorder) is the most
common behavioral disorder that starts during childhood. However, it does not only
affect children - people of all ages can suffer from ADHD. Psychiatrists say ADHD is a
neurobehavioral developmental disorder.
Signs or symptoms of ADHD
Inattention
Has difficulty concentrating
Has unrelated thoughts
Has problems focusing and sustaining attention
Appears to not be listening
Performance depends on task
May have better attention to enjoyed activities
Has difficulty planning, organizing, and completing tasks on time
Has problems learning new things
Demonstrates poor self-regulation of behavior, that is, he or she has difficulty
monitoring and modifying behavior to fit different situations and settings
Hyperactivity
“MULTIPLE HANDICCAPED”
Definition: Multiple disabilities is a disability category under IDEA. As you might expect,
children with multiple disabilities have two or more disabling conditions that affect
learning or other important life functions. To qualify for special education services under
this category, both of the student's disorders must be so significant that her educational
needs could not be met in programs that are designed to address one of the disabilities
alone.
Characteristics
People with severe or multiple disabilities may exhibit a wide range of characteristics,
depending on the combination and severity of disabilities, and the person‟s age. There
are, however, some traits they may share, including:

25. Psychological
May Feel ostracized
Tendency to Withdraw from society
Students with multiple disabilities may become fearful, angry, and upset in the
face of forced or unexpected changes.
May execute self-injurous behavior
Behavioral
May display an immature behavior inconsistent with chronological age
May exhibit an impulsive behavior and low frustration level
May have difficulty forming interpersonal relationships
May have limited self-care skills and independent community living skills
Physical/health
Challenges
Families
A variety of medical problems may accompany severe disabilities. Examples
include seizures, sensory loss, hydrocephalus,and scoliosis. Time is needed to
ensure their safety at home in times of condition like seizures.
May have slow clerical speed.
May tend to forget skills through disuse
May have trouble generalizing skills from one situation to another
May lack high level thinking and comprehension skills
May have poor problem-solving skills
Ability to engage in abstract thinking is limited
May be poor test taker due to limiting factors of the disabilities
May have difficulty locating the direction of sound
May have speech that is characterized by substitution, omissions
May have difficulty learning about objects and object relationships
May lack maturity in establishing career goals

26. May face problems in socializing with peers
Based on the above symptoms listed in its Diagnostic and Statistical Manual, the
American Psychiatric Association has identified three subtypes of ADHD:
1. ADHD, Combined Type: Both inattention and hyperactivity-impulsivity
symptoms
2.ADHD, Predominantly Inattentive Type: Inattention, but not enough (at least 6
out of 9) hyperactivity-impulsivity symptoms
3. ADHD, Predominantly Hyperactive-Impulsive Type: Hyperactivity-impulsivity,
but not enough (at least 6 out of 9) inattention symptoms
ADHD Diagnosis Based on Brain Scans
Daniel Amen, MD, a child, adolescent, and adult psychiatrist who serves as
medical director of the Amen Clinics in California, Washington, and Virginia, has
used a combination of symptoms and brain scans to come up with his own types
of ADHD.
Amen considers these to be the hallmark symptoms of ADHD:
Short attention span
Distractibility
Disorganization
Procrastination
Poor internal supervision
Based on these symptoms, and the use of brain scans to measure blood flow
(SPECT), to highlight activity in the parts of the brain related to attention, short-
term memory, and forethought, Amen described these six types of ADHD:
Type 1 -- Classic ADHD. Symptoms of ADHD, plus hyperactivity and impulsivity;
responds well to stimulant medications
Type 2 -- Inattentive ADHD. Features of ADHD, but instead of hyperactivity,
there is low energy; responds well to stimulant medications

27. Type 3 -- Overfocused ADHD. Symptoms of ADHD and negative thoughts and
behaviors, such as opposition and arguing; tends to respond better to
anantidepressant (such as Prozac) combined with a stimulant
Type 4 -- Temporal Lobe ADHD. The hallmark features of ADHD, plus irritability,
aggressiveness, and memory and learning problems; responds better to
antiseizure medications (like Neurontin) than to stimulants
Type 5 -- Limbic ADHD. Combines ADHD with depression and low energy and
decreased motivation; responds better to stimulating antidepressants than to
stimulants
Type 6 -- The Ring of Fire. Cross between ADHD and bipolar disorder;
characterized by moodiness, aggressiveness, and anger; Anticonvulsants or
newer antipsychotic medications tend to work better than stimulants
Accommodations/strategies
A multi-disciplinary team consisting of the student‟s parents, educational
specialists, and medical specialists in the areas in which the individual
demonstrates problems should work together to plan and coordinate necessary
services.
Involvement of the appropriate professionals (Eg. occupational therapists,
speech/language therapist etc.)
The arrangement of places school and homes must be easily accessible.
Have a buddy system that ensures their needs are heard and that they get aid
when needed.
Give Simple and Specific and Systematic instructions to what you exactly want
the person to do.
Use visual aids when communicating with the child.
Engage the child regularly in oral language activity.

28. NOTES
http://www.prevention-news.com/1997/causes.htm
http://health.nytimes.com/health/guides/disease/mental-
retardation/overview.html
http://www.buzzle.com/articles/mental-retardation-characteristics.html
http://www.scribd.com/doc/53078772/Classification-and-Types-of-Mental-
Retardation
http://en.wikipedia.org/wiki/Autism
http://en.wikipedia.org/wiki/Causes_of_autism
http://www.autism-resources.com/autismfaq-char.html
http://www.child-autism-parent-cafe.com/characteristics-for-autism.html
http://www.special-learning.com/article/autism_classification
http://www.ehow.com/way_5372352_autism-teaching-strategies.html
http://www.searo.who.int/en/Section1174/Section1199/Section1567/Section1825
_8084.htm
http://kidshealth.org/parent/medical/brain/cerebral_palsy.html
http://kidshealth.org/parent/medical/brain/cerebral_palsy.html
http://www.medicinenet.com/cerebral_palsy/page3.htm
http://www.emedicinehealth.com/cerebral_palsy/article_em.htm
http://www.healblog.net/down-syndrome-causes-symptoms-treatment
http://downsyndrome.about.com/od/downsyndromebasics/a/symptomsess_ro.ht
m
http://www.buzzle.com/articles/characteristics-of-down-syndrome.html
http://dsawa.asn.au/children/education/teaching-strategies.html
http://learningdisabilities.about.com/od/whatisld/a/whatissld.htm
http://thelearningcenter.net/what_causes_learning_disabilities
http://specialed.about.com/cs/learningdisabled/a/ldconceptual.htm
http://www.understandingspecialeducation.com/types-of-learning-
disabilities.html
http://giftedkids.about.com/od/gifted101/a/definitions.htm

29. http://www.brainy-child.com/article/gifted-child.shtml
http://en.wikipedia.org/wiki/Deafness
http://www.livestrong.com/article/509643-characteristics-of-hearing-impairment-
and-deafness-in-children/
http://ehealthmd.com/content/different-types-hearing-loss
http://www.adcet.edu.au/View.aspx?id=3956
http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/e
ducate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disord
ers.
http://www.vaxa.com/types-of-behavior-disorders.cfm
Read more: Characteristics of Physically Handicapped Children |
eHow.com http://www.ehow.com/list_7717535_characteristics-physically-
handicapped-children.html#ixzz28iPdD7Bu
http://en.wikipedia.org/wiki/Physical_disability
http://www.brighthubeducation.com/special-ed-physical-disabilities/29178-
services-available-for-students-with-physical-disabilities-in-public-school
http://www.asha.org/public/speech/disorders/ADHD/
http://www.webmd.com/add-adhd/guide/types-of-adhd
http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/e
ducate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disord
ers.html
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Vision_impairme
nt_neurological