Psychology of Special Needs

This document is a study guide on the psychology of special needs.
It emphasizes the importance of investing in human capital, highlighting individuals as the core of societal activity (economic, social, educational, cultural, and political).
Diverse societies across the world prioritize the well-being of individuals with special needs.
Quality care for children with special needs is considered an indicator of societal progress.
Despite improvements in special needs education in the last decade, access to these services remains unequal in many communities.
This study aims to shed light on different special needs categories, their prevalence, and approaches to care and support.

Investing in human capital is a crucial measure of national advancement and civilization.
Human beings are the driving force behind all societal endeavors (economic, social, educational, cultural, or political).
Every country strives, to varying degrees, to equip its citizens. The depth of this endeavor is linked to a country's economic development. However, the fundamental long-term goal centers on creating a productive workforce for society.
Most societies endeavor to care for people with special needs, attend to their concerns, fulfill their needs, and safeguard their rights.
Maintaining the rights of individuals with special needs, ensuring a dignified life within society, acts as a benchmark for a nation's advancement and civilization.
The care and education of children with special needs are indicators of societal progress.

All religions, peoples, and cultures emphasize the importance of caring for individuals with disabilities.
Modern laws underscore the need to respect the rights of individuals with special needs and provide them with opportunities for active participation in society.
Despite legal advancements, individuals with special needs often face disparities in rights and opportunities compared to their peers in many communities.
Focusing on the negative aspects of societal attitudes toward individuals with special needs does not negate the positive developments in those attitudes but highlights areas for improvement toward the protection of their rights in alignment with a culture sensitive to these issues and emphasizes progress.
The care and empowerment of individuals with special needs are fundamental to creating a society that ensures the well-being of all its members.

Gifted individuals represent a distinctive segment of society, playing crucial roles in driving innovation, progress, and future development.
These individuals are essential for societal advancement due to their unique perspectives, intellectual capabilities, and profound impact across various fields (thought, science, and life generally).
The recognition of giftedness fosters a well-rounded society.
Defining giftedness: it is a valuable attribute bestowed without compensation, rather than a measurable characteristic, such as IQ, although IQ scores can be a useful assessment tool, in some instances.
Defining a gifted child: a gifted child demonstrates a learning rate and ability that surpasses their age peers in various areas.

Intellectual disability or mental retardation originates from significant brain damage stemming from central nervous system injury that affects learning, reasoning, and other essential developmental skills.
The American Association on Intellectual Disability offers a definition of intellectual disability: as a marked impairment in current adaptive functioning characterized by below average intellectual performance, accompanied by significant limitations in two or more areas of adaptive behavior.
The definition includes adaptive skills areas like communication, self-care, home living, social skills, use of community resources, self-direction, academic skills, vocational skills, leisure time, and responsibility.
The limitations should become evident by age eighteen.

Note further classifications exist for varying degrees of intellectual disability.

Learning disabilities encompass a spectrum of significant difficulties in basic mental processes including language comprehension/use, both oral and written; reading, spelling, arithmetic, or reasoning.
Underlying causes are often rooted in central nervous system dysfunction, affecting learning and performance in various stages of life.
Characteristics: difficulty hearing, thinking, speaking, reading, writing (spelling, expressing, handwriting), and math, reflecting a fundamental impairment of cognitive processes.

Communication disorders involve significant problems in speech, voice, fluency, language development (express and receptive), or significant learning delays.
These disorders can significantly affect a child's ability to communicate effectively and interact with others, making it challenging for them within both educational and social settings.
Prevalence: Significant; up to 5% of school-age children.

ADHD arises from persistent problems with attention and activity level, often with impulsivity.
These individuals exhibit a greater-than-average frequency of behaviors in intensity and number.
Types: Predominantly inattentive, predominantly hyperactive-impulsive, and combined (most common).

Various factors influence the development of special needs.
Genetic, biological, environmental, and social factors play crucial roles.
The different categories of children with disabilities may require different support systems.
Educational programs and strategies for diverse special needs groups may need adjustment based on the specifics.
There are several methods of assessment to help identify the type of educational need of the child.
The role of collaboration between parents and educators is crucial in supporting and assisting the child with special educational needs.