4: Diversity in the Classroom: Learners with High-
Incidence Disabilities
Learning Outcomes
After studying this chapter, students should be able to:
• 4-1 Describe the characteristics of students with intellectual disability and the
causes.
• 4-2 Describe the characteristics of students with learning disabilities and their
causes.
INTASC Standards
Standard #1: Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
Council for Exceptional Children
Special educators are to have knowledge of the following:
Chapter Outline
4-1 Learners with Intellectual Disability
4-1a Defining Intellectual Disability
4-1c How Many Learners Exhibit Intellectual Disability?
4-1d What Are Some of the Causes of Intellectual Disability?
4-1e Selected Learning and Behavioral Characteristics of Learners with
Intellectual Disability
4-2 Learners with Learning Disabilities
4-2a Defining Learning Disabilities
4-2b How Many Learners Exhibit Learning Disabilities?
4-2c What Are Some of the Causes of Learning Disabilities?
4-3 Learners with Speech and Language Impairments
4-3b Classifying Learners with Speech and Language Impairments: Speech
Disorders
4-3d How Many Learners Exhibit Speech and Language Impairments?
4-3e What Are Some of the Causes of Speech and Language Impairments?
4-3f Selected Characteristics of Learners with Speech and Language
Impairments
4-4 Learners with Emotional or Behavioral Disorders
4-4a Defining Emotional or Behavioral Disorders
1. Clinically Derived Classification Systems
4-4c How Many Learners Exhibit Emotional or Behavioral Disorders?
4-4d What Are Some of the Causes of Emotional or Behavioral Disorders?
1. Suicide
4-4e Selected Learning and Behavioral Characteristics of Learners with
Emotional or Behavioral Disorders
2. Social Characteristics
4-5 Learners with Attention Deficit Hyperactivity Disorder
4-5a Defining Attention Deficit Hyperactivity Disorder
4-5b How Many Learners Exhibit Attention Deficit Hyperactivity Disorder?
4-5c What Are Some of the Causes of Attention Deficit Hyperactivity Disorder?
2. Hereditary Factors
4-5d Selected Learning and Behavioral Characteristics of Learners with Attention
Deficit Hyperactivity Disorder
2. Social and Emotional Issues
4-6 Summary of Selected Learning and Behavioral Characteristics
Key Concepts and Terms
adaptive behavior: The ability to cope with the everyday demands and requirements of
one’s environment.
aphasia: The loss or impairment of language function.
attention deficit hyperactivity disorder: A persistent pattern of inattention and/or
clinically derived classification systems: Systems developed by psychiatrists and
mental health professionals to describe childhood, adolescent, and adult mental
disorders using standardized terminology.
emotional disturbance: A term sometimes used interchangeably with emotional or
behavioral disorders.
emotional or behavioral disorders: Conditions exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affect a
etiology: The cause of a disease or disability.
executive functions: Self–directed behaviors.
expressive language: The production (or output) of language that is understood by and
is meaningful to others.
external locus of control: A belief that the outcomes or consequences of one’s actions
internalizing disorders: Behaviors characterized by social withdrawal, depression,
phobias, excessive shyness, and anxiety.
language: A rule–based method of communication involving the comprehension and use
of signs and symbols by which ideas are represented.
learned helplessness: A student’s excessive dependence on adults, peers, or
capabilities and reliance on others for cues and guidance.
perinatal: Occurring around the time of birth.
phonation: The production of sounds.
phonological awareness: Difficulty in recognizing the correspondence between specific
sounds and certain letters that comprise words; lack of such awareness is a common
effective instruction to students who are having difficulty learning as well as to serve as a
data–based tool for diagnosing learning disabilities.
semantics: The meanings of words and sentences.
short–term memory: The ability to recall information after a brief period of time.
speech: The expression of language with sounds; the oral modality for language.
statistically derived classification systems: Systems developed using sophisticated
Lecture Notes
Today’s teachers are encountering an increasingly diverse population of students. Many
of these individuals are being served in general education classrooms.
Students with high incidence disabilities and learners with attention deficit hyperactivity
Suggestions for In–Class or Online Activities
1. Write a journal entry answering the question: How has the treatment of
individuals with disabilities changed from the 1900’s to now?
2. Have the class, in small groups, write down all the steps to making a peanut
butter and jelly sandwich. Bring the bread, peanut butter, jelly, a plate, and a
3. Print out and bring to class several different tongue twisters. Have the students
4. Have a class discussion about whether there is a difference between teasing and
bullying. Have the incidences of bullying increased? Defend your answer.
Discussion Questions
1. How does the AAIDD definition of intellectual disability represent a conceptual
shift in how this condition is understood today?
2. What is the difference between speech, language, and communication?
3. Which type of emotional or behavioral disorder is more difficult to identify:
internalizing or externalizing? Why? Is one type more serious than the other?
4. One researcher draws a distinction between ability to learn and availability to
learn. What’s the difference?
5. Which of the disabilities discussed in this chapter affect a child’s availability to
learn? How? Which affect ability to learn? How?
6. What disabilities are considered high–incidence?
7. What are some cases of learning disabilities?
8. Do you think that the number of students identified with ADHD is on the rise?
Why or why not?
9. Give examples of activities you could use with students that have emotional or
behavioral disorders.
10. Does the time of onset for intellectual disability indicate the severity? Explain.
Field Experiences
1. Visit the local elementary school. Ask if you can observe the Speech Pathology
2. Speak with a school counselor about how he/she presents the topic of bullying to
the children at the school. Does she read books, use puppets, and/or a video?
Videos
In the online MindTap content, watch the video. Use the questions in MindTap to lead a
discussion with the students.
1. This video talks about the strengths that students with learning disabilities have.
List and define them.
2. Knowing that all individuals have strengths and challenges, list yours and how
you have learned to turn a challenge into a strength.
1. As you watch this video from an 11–year old’s perspective, what insights have
you gained into the life an individual with a speech and language impairment?
2. How would you work with Michael?
Web Resources