Exceptionalities

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Exceptionalities

Exceptionality is a term used to describe both disadvantaged and super talented student students in academic perspectives. For the cases of disadvantaged students, exceptionality describes students with learning difficulties emanating from physical or mental impairment. According to Wormald, Rogers & Vialle (2015), learning disabled students have an intelligence quotient of less than 80, hence low retention of memories.  On the flip side, exceptionality describes students gifted with a high intelligent quotient of above 120. Such students have high redetention memory and grasp concepts very fast. Therefore, exceptionality effects can confer either a positive or negative impact on students learning capabilities. However, the adverse effects of the exceptionalities are more pronounced than their positive impacts on learning outcomes. Exceptionalities in learning are identified in various forms, such as hearing impairment, visual impairment, and disability in speaking. Theories such as institutional, interactional, and structural explain the concept of exceptionalities and teach how to help students with learning disabilities.

Theories of Exceptionalities

Interactional Theories

Interactional theories emphasize relationships between groups of people and individuals, assisting in determining bias in referral and evaluation that serve both professional and individual interests. Medically learning disability is defined as a neurological disorder within students' mental regions (Hardman, Egan & Drew, 2017). However, specific limitation in learning emanates from the damage of brain cell rather than cellular brain injury. For instance, learning disorder is diagnosed with the presence of symptoms such as an individual having low retention memory relative to the person's age, which is measured in terms of the intelligent quotient. Inability to retain memory for a considerable length of time interferes with daily life activities and learning ability. The impairment does not only necessarily depict the learning disability in neurological, but also a child performing poorly in psychological tests can be construed to learning disabled. Individuals with learning disabilities demonstrate a lack of specificity and universality misses in children with a learning disability.

 According to the study on learning disability, not more than one percent of the children identified with learning disability depict vivid neurological symptoms of deformity.  Additionally, it is argued in an academic setting that most students associated with learning disorders are below the federal definition guidelines, but their academic performance is quite different from those of students in a battery of psycho-academic tests. Apart from neurological functionality, other behaviors can determine the children with learning deformity (Ronksley-Pavia, 2015). As a result, referring students for medical evaluation is subjective based on school administration and teachers' judgment of students' questionable way of behaving or interpretation of students' inability to perform satisfactorily. It becomes challenging to associate one behavior with a learning disability because low-achievement does not necessarily mean natural or organic impairment. In most cases, the students subjected to eligibility assessment end up referred for special education, regardless of the evaluator's prowess suggesting the lack of accuracy of the evaluation equipment.

Subjectivity in determining students' learning capability requires the motivation of academic gurus whose opinion contributes to the increase of the number of pupils construed to have learning disorders and implementation of special education. However, an argument has been evidenced regarding students' teaching under the umbrella of special schools. Such students perform worse than they do when taught in the mainstream classroom programs. Thus such students do not benefit from the special programs instituted in the school curriculum. The separation of the students with learning disabilities sees an improved performance of the sound students because it becomes easier for teachers to teach students with high intelligence quotient. Fewer complaints are sent to the student's parents about questionable behavior. The mentally and emotionally disturbed students are accorded with the support they deserve and reduced adverse stigma they might be receiving from the able students. After creating categories of students with learning disorders, the disability should be strongly and positively correlated with socioeconomic status. The particular need of the learning-disabled students advocates higher funds of enrolling students into the unique learning program.

Institutional Theory

This approach is mainly concerned about institutions’ identities and how such institutions shape group and individual...