| Definition of Diverse LearnersThe Diverse Learners committee defined diverse learners as those students who, because of gender, ethnic background, socioeconomic status, differing ability levels, learning styles or disabilities, may have academic needs that require varied instructional strategies to help them learn. (Adapted from Great River AEA 16 located at link http://www.aea16.k12.ia.us/ProDev/DLCommitte.htm)
Learning DisabilitiesLearning Disabilities is a generic term that refers to a heterogeneous group of disorders due to identifiable or inferred central nervous system dysfunction. Such disorders may be manifested by delays in early development and/or difficulties in any of the following areas: attention, memory, reasoning, coordination, communication, reading, writing, spelling, calculation, social competence and emotional maturation. Learning disabilities are intrinsic to the individual, and may affect learning and behavior in any individual, including those with potentially average, average, or above average intelligence. Learning disabilities are not due primarily to visual, hearing, or motor handicaps; to mental retardation, emotional disturbance or environmental disadvantage; although they may occur concurrently with any of these. Learning disabilities may arise from genetic variation, bio-chemical factors, events in the pre- to post-natal period, or any other subsequent events resulting in neurological impairment. (Adapted from "Learning Disabilities Magazine",1987)
Behavioral/Emotional DisabilitiesChildren with mood disorders, anxiety disorders, attention deficit/hyperactivity disorders or who are oppositional defiant may be served under the special education program as a child with an emotional disturbance. Characteristics of children with Behavioral/Emotional Disabilities include:
Mental RetardationAccording to the American Association on Mental Retardation (AAMR), an individual is considered to have mental retardation based on the following three criteria:
AutismAutism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. (Adapted from "Autism Society of America" at link http://www.autism-society.org/site/PageServer?pagename=whatisautism)
Gifted and TalentedGiftedness is that precious endowment of potentially outstanding abilities which allows a person to interact with the environment with remarkably high levels of achievement and creativity." (Adapted from "ERIC Digest",1990) In a series of government studies, the following traits were identified as being representative of a gifted child: good problem solving/reasoning abilities; rapid learning ability; extensive vocabulary; excellent memory; long attention span; personal sensitivity; compassion for others; perfectionism; intensity; moral sensitivity; unusual curiosity; perseverant when interested; high degree of energy; preference for older companions; wide range of interests; great sense of humor; early or avid reading ability; concerned with justice and fairness; at times, judgment seems mature for age; keen powers of observation; vivid imagination; high degree of creativity; tends to question authority; shows ability with numbers; good at jigsaw puzzles. If a child displays three-quarters of the above traits then he or she is more than likely gifted. (Adapted from "Silverman, Chitwood & Waters", 1986)
Speech and Language DisordersSpeech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown. A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. They might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dysfluency. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r". Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have trouble with the way their voices sound. A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate. (Adapted from "The Child Psychologist" at link http://www.childpsychologist.com/speech_language/speech.htm)
Blindness and Low VisionThe Austrian proposal referred to the definition of "blindness and low vision as defined in the International Statistical Classification of Diseases and Related Health Problems of the World Health Organization". "Blindness and low vision" is quantified by the WHO (using what is known as the "Snellen" scale) as visual acuity of less than 20/200, which means that a person cannot see at 20 feet what a normally sighted person can see at 200 feet. The United States proposal used the figure 20/400, [84] which is the WHO definition of "blindness". (Adapted from "30-06-1996 International Review of the Red Cross no 312, p.272-299 by Louise Doswald-Beck" )
Kinesthetic LearnersKinesthetic learners learn best by moving their bodies, activating their large or small muscles as they learn. These are the "hands-on learners" or the "doers" who actually concentrate better and learn more easily when movement is involved. The following characteristics are often associated with kinesthetic learners.
(Adapted from "Penn State York" at link http://www.yk.psu.edu/learncenter/)
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