Descriptions of General Areas of Learning Diversity
The definitions below are adapted from the Inclusive Early Childhood Classroom
and A Composite of Laws 26 (California). These definitions are not clinical in nature
and are not intended to be used for diagnostic purposes. These are thumbnail sketches
to be used a guide for teachers in the process of creating an environment in which
every child is served in the learning process.
Every child is unique. Every person alive learns in unique ways, with
particular strengths and weaknesses. Teachers must remember this as they teach.
Whether a child has a formal diagnosis or not, is, in the bigger scheme of teaching,
irrelevant. Teachers succeed with their classes when they observe the children, know
the children, take into account the way each child and the class as a whole learns.
Every child in the class helps create a particular classroom dynamic. Each class is
also unique. When selecting an accommodation for a child, the teacher may want to
take the classroom dynamic into consideration, as well as the child with learning
needs.
The accommodations brought up in this book are suggestions only. There are
no “cookie cutter” accommodations that are appropriate for all children at all times.
Look through the suggested accommodations for each special need to find the best
combinations of changes for the child or children in question. Do not expect that, just
because a child has a particular diagnosis, that the child will present any specific
behaviors. Therapists do their best to diagnose their clients, and it is possible that
they do not see a behavior or a need. Sometimes an initial diagnosis may be
incorrect. The teacher is not licensed to diagnose, and should not do so. However, the
teacher can note behaviors in the classroom and either report them to the school
administrator or the parent. The teacher’s input can help the child’s parents and
doctor to select the best course of treatment for that the child. The doctors, parents,
and school optimally can become a cooperative team in support of the child. Parents
are not obligated to have a child evaluated, treated or medicated. If they do not
choose to do so, the teacher can still assist the child by making adjustments in the
classroom and curriculum. Remember that in the final evaluation, the school and
teachers are there to serve the children.
Two other categories of accommodation are also included herein. Although not
covered under IDEA, 1997, these are areas of learning which educators need to
consider when planning activities for a group of students. The first group is English
Language Learners (ELL) and the second is the gifted, who will need to have
enrichments or opportunities for further investigation.
Look through the list of the all the types of accommodations when considering
making a change for a child. Just because a child is identified “ADHD” does not
preclude the possibility that the child may also “have an obsession to maintain
sameness”. If a modification fits a need and works well, who cares whether if it falls
under one label or another? Many accommodations for children with special needs
will meet the learning needs of a child whose first language or home language is not
English. Remember that the best measure of a compensatory strategy is in its
effectiveness.
Understand that a change that worked famously with a particular child may
not work at all with the same child on another day or a different child with similar
learning needs.
If the accommodations are not successful, try something else. Don’t beat
yourself up if an accommodation for an activity doesn’t work. Change strategies
during the activity, or try something else the next time. These suggestions are just
that, suggestions for teachers who are trying to give the child the best shot at having
the most fun and getting the most value from the activity. The teacher can use these
suggestions as a stepping off point for personal ideas for changes to be used.
By law, special needs must “adversely affects a pupil’s academic performance”
for the child to have an IEP (individualized educational program) or an IFSP
(individualized family service plan). The teacher can, though, make modifications
without either of those legally binding documents in place. If the teacher notices a
child presenting some of the behaviors listed below, it seems logical to consider
adapting the curriculum for the child. Making changes for children who need them
helps create a positive learning environment for all.
ADD/ADHD: Attention Deficit Disorder/Attention Deficit Hyperactivity
Disorder (also including Behavioral Problems):
“ADHD: including unusually high energy, restlessness, lack of impulse control,
distractibility, inattention, lack of concentration, tendency towards day dreaminess;
inability to self manage behavior often affects social skills and ability to relate well
with others;” Check Inclusive Childhood classroom for quote
Special needs in the areas of concentration, attention, distractibility & impulse
control; ADHD is generally not identified until kindergarten or later, however, some
children show symptoms earlier. As much as 60% of children identified and treated
develop self-management skills in adulthood. (Dr. Arjun Reyes) Social skills &
ability to relate to others, particularly in a structured environment are often
impaired due to lack of ability to self manage behavior.
ADD: better impulse control than ADHD, tendency towards day
dreaminess and distractibility
ADHD: Lacks impulse control, often has unusually high energy
Distractibility by outside stimuli
Inability to filter out outside stimuli
Extreme high energy
Poor impulse control
Reckless
Takes actions impulsively without regard to possible outcomes
Highly impulsively verbal, making verbal outbursts without raising hand
Needs constant support to stay on task
Difficulty recalling directions, particularly if there are multiple steps involved
Difficulty socializing appropriately: fighting, uninvited hugging and touching
Pushing self to the head of the line
Difficulty taking turns
Difficulty remaining in seat for any length of time
Lacks perception of other people’s needs, wishes, physical space
Autism and Autism Spectrum Disorders (including Pervasive
Developmental Disorder): characterized by slowed language acquisition &
echolalic speech (repetitive speech patterns), a need for consistent structure, a very
high sensitivity to sensory input; may be bothered by touch or loud noise; behaviors
seem appropriate for younger child; intelligence range may be from lower to higher
than average;
Special needs involving slowed language acquisition & quality, impairment in the
development of social skills, may often include a need for the security of very
consistent structure (obsessive compulsive disorder - OCD), very sensitive to sensory
input: loud sounds - including music, touch, unfamiliar tastes, often marked by
echolalic speech, (repetitive phrases spoken by the child) Children may be identified
with PDD/autism and be anywhere between above average to lower than average
intelligence. Behaviors on the whole may seem to reflect those of a younger child (i.e.
the chronological age does not match the mental age of the child)
Autistic children frequently are resistant to new experiences in general, and sensory
experiences in particular. One good aspect of extended projects is that they do happen
over a long period of time, so the child will have ample opportunity to become
familiar with a project.
Inability to use oral language for appropriate communication
Extreme withdrawal
Relating to people inappropriately
Impairment in social interaction from infancy through early childhood
Obsession to maintain sameness
Extreme preoccupation with objects
Inappropriate use of objects
Extreme resistance to controls
Motoric mannerisms and motility patterns
Difficulty making eye contact
Self-stimulating
Ritualistic behavior
Delayed motor development
Difficulty staying on task if task is unappealing to child
Is resistant to participating in new activities
Developmental Delays (including mental retardation): may be characterized
by slowed development in all areas which may include all cognitive areas, both fine
and gross motor skills and coordination between physical skills, emotional maturity
and social skills; these may be exhibited by difficulties in learning new skills, short
duration of attention, high distractibility, difficulty understanding verbal directions
and missing social cues;
Special needs which result in slowing the overall development of a child (physically,
emotionally, socially and cognitively) may be from environmental factors, such as
lead poisoning. These may improve significantly with appropriate instruction. On
the other hand, regarding developmental delays due to genetic factors, appropriate
instruction can afford a child the ability to live more independently and utilize the
existing intelligence fully. At this time, however, genetic delays can not be reversed.
Mental Retardation: may include other special needs in involving vision, hearing,
attention and also seizures
Down Syndrome (3 of the 21st chromosome): a genetic disability which causes some
level of lowered intelligence. Because it is a genetic defect, children with Down
Syndrome sometimes resemble each other more than they resemble members of their
own families. They may also exhibit other types of special needs such as vision,
hearing, attention as well.
Difficult understanding verbal directions
Delays in all motor skills
Delays in social skills
Clumsiness, falling, stumbling
Delays in language skills
Difficulty attending to activities
Highly distractible
Inclined to touch and hug others, sometimes inappropriately
Excessive physical energy
Visual Impairments: including reduced quality of vision and the ability to use
visual stimuli and information in the process of learning, ranging from a need for
corrective lenses to total blindness;
Special needs involving reduced quality of vision and the ability to use visual stimuli
and information in the process of learning. Visual impairments may be also
associated with other special needs such as hearing loss, mental retardation or
cerebral palsy.
Difficulty seeing under average conditions
Difficulty seeing colors in the red or green range (color blindness)
Difficulty seeing fine print or small images even with corrective lenses
Difficulty seeing in bright or low lighting situations
Difficulty seeing in “back lit” conditions
Difficulty discriminating properties of an item visually
Sees better using peripheral (side) vision
Holds objects in close range
Rubs eyes often
Startles easily
Moves around classroom carefully
Has difficulty finding way around classroom
Is hesitant about participating in new activities
Orthopedic Impairments:
Orthopedic impairments are usually readily apparent. These special needs are
usually identified by the school system. It is unlikely that the teacher will be the
initial person to discover these special needs. Severe burns, arthritis, seizure disorder,
cerebral palsy, polio, and severely broken bones are part of this group.
Limited physical mobility whether in the use of small muscles of the hands and
fingers or of the large muscles of the arms legs and torso
Difficulty staying upright
Difficulty changing physical position unassisted
Inability to sit
Inability to walk
Difficulty holding head up
Joint pain
Physical deformities that impair movement
Tires easily
Muscle shaking, spasms, tics
Gifted and Talented
Children who are “Gifted and Talented” (GATE) may be able to complete
academic tasks with great ease, and may need further academic stimulation to keep
them engaged. On the other hand these same children may show evidence of
dysemia, an inability to pick up social cues, or may have other special needs in the
area of social interaction. Offering these children tasks that require learning to work
well with others, to develop skills outside of their academic gifts, will help them to
become successful, well-rounded human beings. Some intellectually gifted children
are disconnected from their bodies. In this situation, opportunities for movement,
music, and feeling comfortable playing for the fun of it may be a strategy to consider.
When enriching activities for GATE children, be aware that the rest of the class
may misperceive enrichment for the bestowing of privileges. That misperception
could have a deleterious impact upon the classroom community and the child’s place
in the social community.
Cognitive ability more than 10% above average
Completes academic tasks significantly before classmates
Requires additional enrichments to sustain interest in academic material
May have challenges in socialization; making, maintaining and keeping ongoing
friendships
May have challenges in areas of physical fitness
May be sedentary
English Language Learners (ELL)
English language learners are in almost every public classroom in America. In
a research forum (March 4, 2005) at California State University, Northridge, Dr.
Kenji Hakuta, Dean of Social Sciences, UC Merced, pointed out that language teaching
strategy is not the primary element that has an impact upon an individual’s quality
of acquisition of English in grades K - 12. Rather, the primary factor impacting the
quality of acquisition is the socioeconomic status of the family.
Families with more resources generally reflect a higher level of parental
education, which will impact the learning environment in the home. Often non-
English speaking parents feel isolated from the general community, and are reluctant
to venture into the general population. In this case, the teacher needs to consider that
the teacher may be their only liaison for the extended family into the general
community. If possible, have used books in a “lending library” for children to
“borrow” and take home. If these books are picked up at yard sales and library sales,
they will be quite inexpensive, and therefore the return of them is less crucial.
Creating a structure for resources and enrichments may be the key to successful
acquisition of English.
When ELL children begin to venture into using new languages, acknowledge
them. A willingness to attempt and venture is much more significant than
producing the correct usage immediately. Be sure to set up the environment to
support that initiative.
English is not the language native to the child
English may/may not spoken in the home
Parents may or may not speak English
Parents may or may not be literate in native language
Child is either immigrant or first generation American born
Parents may have lower income
Parents may have a lower level of education
Culturally family may not be similar to culture of the school system
Parents may be intimidated by the teacher or school system
Children may not be outgoing in class due to home culture and family attitudes
toward academic relationships
Children may not understand the nature of the classroom culture
Children may not get academic support in the home environment
©Renée Berg & Karen Wirth 2005 Practical Kindergarten: Learning Diversity pg 8
