This document discusses characteristics of learners with exceptional learning needs. It begins by noting the diversity among students with disabilities and how their needs vary based on the nature of their disability. It then covers the main disability categories taught in classrooms, including learning disabilities, intellectual disabilities, emotional/behavioral disorders, and attention deficit hyperactivity disorder. The document also discusses less common disabilities like autism, physical disabilities, deafness/blindness, and multiple disabilities. Finally, it discusses instructional implications and strategies for meeting the needs of students with various learning challenges, social-emotional needs, and language issues.

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3. Characteristics of Learners with Exceptional Learning Needs
I. Introduction
While students with disabilities add diversity to general education classrooms,
they also represent a group with diverse instructional needs. Unfortunately, these
students are often assumed to have similar attributes and needs. They do share certain
needs with all students, but their individual needs vary greatly depending on the nature
of their disability. Some disabilities are evident at or shortly after birth; some are
acquired and appear later in life; some disabilities have no visible physical
characteristics; some children may have more than one disability.
Definitions of disabilities have varied over the years. Changes in terminology can
result from new knowledge, wider social acceptance, evolving assessment instruments
and procedures, and identification of new disabilities. During your career, you can
anticipate continuous change in how disabilities are described. Understanding the
characteristics of students with disabilities will help you increase your skills in

4. implementing research-based interventions. This instructional unit focuses on students
with disabilities who are most prevalent in general education classrooms
II. Who Are the Students with Disabilities You Will Likely Teach Each Day?
No. 1 Learners with Learning Disabilities: No. 1 focuses on students with learning
disabilities. The IDEA definition will be presented along with information on
exclusionary and inclusionary criteria. You will examine the conditions
contributing to the cause of learning disabilities, and explore the implications of
learning and behavior attributes of students with learning disabilities in academic
and developmental areas such as reading, mathematics, oral language, written
language, and behavioral, social, and emotional development.
No. 2 Learners with an Intellectual Disability: No. 2 focuses on students with an
intellectual disability. The IDEA definition will be presented along with the AAMR
definition and classification support schemes. You will discuss the learning and
behavioral characteristics of individuals with mild mental retardation, along with

5. the educational implications of these attributes.
No. 3 Learners with Emotional or Behavioral Disorders: Students with
emotional/behavioral disorders are the focus of No. 3. The IDEA definition will be
presented, and conditions contributing to emotional and behavioral disorders will
be discussed. Particular attention will be given to learning characteristics of these
students in the context of educational implications.
No. 4 Learners with Attention Deficit Hyperactivity Disorder: Students with Attention-
Deficit Hyperactivity Disorder (AD/HD) are the focus of No. 4. The IDEA definition
will be presented along with a discussion of the types of AD/HD. Factors related
to the causes and prevalence of AD/HD will be emphasized, with particular
attention will be given to learning and behavioral attributes of children with
AD/HD.
III. Who Are the Students with Disabilities You Might Teach Each Day?

6. Disabilities vary in severity as does the impact a disability might have on a
student’s ability to learn. The more severe the disability, the more significant the
challenge for the teacher to meet the child’s instructional needs. The level of incidence
varies, with fewer individuals diagnosed with more severe disabilities. In addition,
incidence itself varies, with fewer children identified as needing special education with
vision impairments or speech and language disorders and more with learning
disabilities. Learn more about the students you may encounter in your classroom in this
instructional unit.
No. 1 Learners with Autism Spectrum Disorder (ASD): Receive an introduction to
autism spectrum disorder (ASD) in No. 1, a condition that is growing in number
as more children are identified and served in special education. The IDEA
definition will be presented along with a discussion of the types of AD/HD (Do you
mean ASD?). Factors related to the causes and prevalence of autism will be
emphasized, with particular attention given to learning and behavioral attributes
of children with autism. You will also learn more about Asperger ’ s syndrome.
No. 2 Learners with Hearing and Vision Impairments: No. 2 focuses on students who

7. have hearing or visual impairments. You will explore learner characteristics
relative to academic achievement, language, and communication. Information
about conditions and diseases that affect classroom performance will be
specifically highlighted. Understanding the information in this lesson will help you
to work more effectively with disabled children to ensure their safety and increase
their academic success.
No. 3 Learners with Physical and Health Disabilities: Students with physical disabilities
are the focus of No. 3. The IDEA definition will be presented, with emphasis given
to the factors related to causes and prevalence. The range of physical disabilities
examined will include neuromotor impairments, degenerative diseases, and
orthopedic and musculoskeletal disorders. The learning and behavioral attributes
of children with hearing and vision impairments will also be highlighted. You will
learn more about specific conditions and diseases such as cerebral palsy,
epilepsy, spina bifida, muscular dystrophy, and diabetes, including their causes,
prevention, and associated educational implications.
No. 4 Learners with Multiple Disabilities: Learn more about students with multiple
disabilities in No. 4. You will discuss the IDEA definition, along with the
foundation for educational programming for students with multiple disabilities. A
wide array of conditions that might result in a student being considered as having

8. multiple disabilities will be emphasized. Particular attention will be given to the
educational implications of how those conditions impact learners.
IV. Individuals with Disabilities: Learning and Instructional Implications
The importance of defining or even describing disabilities should not focus on
labeling students who share learning attributes. Rather, the focus should be on which
particular learning characteristics can result in instructional implications. The field has
currently moved away from emphasizing medical conditions that might be associated
with a disability and toward emphasizing the most effective instructional techniques for
teaching a child with particular learning characteristics. This is largely due to the result
of research and improved teacher preparation. We are also seeing increased concern
about attributes most common among students in need of special education. This
instructional unit builds on the two prior units to focus on the classroom environment

9. and what teachers can expect to experience in meeting the instructional needs of all
students in their classroom.
No. 1 Learning Challenges: Classroom Implications: No. 1 emphasizes principles of
learning and their applications to learners with disabilities. Curriculum areas such
as spelling, handwriting, composition, language, and mathematics will be
highlighted. In each case, you will receive examples of instructional solutions.
No. 2 Social-Emotional Challenges: Classroom Implications: Examine the social and
emotional challenges some students face and the instructional implications they
create for teachers in No. 2. Case studies will show how teachers can best assist
students with these challenges. You will discuss support systems and learn their
applications for instructional purposes.
No. 3 Language: Classroom Implications: Communication disorders are the focus of
No. 3, with an emphasis on definitions, causes, and instructional implications.
Specific attention is given to the relationship between communications disorders
and language impairments.

10. V. Areas of Disabilities
In order to receive Special Education services the student must be identified as
having at least one of the 13 categories of disabilities. These categories are listed
below.
Autism is a developmental disability affecting verbal and nonverbal communication and
social interaction. It is usually noticeable before the age of three.
Deafness is a hearing impairment that a child can not process linguistic information
through hearing.
Deafness-Blindness is hearing and visual impairments. It causes severe
communication and other developmental and education problems that a child cannot be
accommodated in special education programs solely for children who are deaf or for
children who are blind.

11. Emotional Disturbance is having inability to learn, build relationships, inappropriate
behaviors, physical symptoms, or fears.
Hearing Impairment is an impairment with hearing. Whether it is permanent or
fluctuating, it affects the child's educational performance but is not included under the
definition of "deafness."
Mental Retardation is when the functioning is significantly below average and it affects
the child's educational performance.
Multiple Disabilities is a combination of two or more disabilities that severely affects the
child's educational performance.
Orthopedic Impairment includes impairments caused by congenital anomaly,
impairments caused by disease, and impairments from other causes.
Other Health Impairment is having limited strength, vitality, or alertness, due to chronic
or acute health problems.
Specific Learning Disabilities is a disorder in one or more of the basic psychological
processes reading, listening, thinking, speaking, writing, spelling, or doing math.
Speech or Language Impairment is a communication disorder that affects the
educational performance.

12. Traumatic Brain Injury resulted from a external force.
Visual Impairment, Including Blindness is a visual impairment even with correction that
will affect educational performance. Partial vision and blindness
Special educators know and demonstrate respect for their students first as
unique human beings. Special educators understand the similarities and
differences in human development and the characteristics between and
among individuals with and without exceptional learning needs (ELN).
Moreover, special educators understand how exceptional conditions can
interact with the domains of human development and they use this knowledge
to respond to the varying abilities and behaviors of individuals with ELN. Special
educators understand how the experiences of individuals with ELN can impact
families, as well as the individual's ability to learn, interact socially, and live as
fulfilled contributing members of the community.
VI. Conclusion

13. There are several different strategies that I will use in my classroom to ensure
that children with special needs have a chance to succeed. I want to be a motivating
and exciting factor in your child's education. I believe that students learn best in the
Least Restrictive Environment, which will allow them to utilize the classroom and
resource room to maximize their success with their school work. When your child has
been placed in the Special Education room, an IEP has been developed. It will then be
my responsibility to work with your student regarding the goals and objectives that we
have established the student needs assistance with. I involve different teaching
methods in my classroom to meet the needs of individual students. Examples of these
different options are:
~shortened assignments
~one-on-one environment
~additional practice with activities
~modifications with testing
~use of manipulatives

14. I will provide supportive feedback and lessons geared specifically toward the needs of
your child. I am always open to new ideas so please feel free to contact me with helpful
ideas, or if you have any questions, comments and/or concerns.