This concise and practical guide thoroughly presents the characteristics of children with specific mild exceptionalities in today's diverse classroom. Using an active, problem-solving approach that reflects how today's students learn, Dr. Sydney S. Zentall identifies the characteristics of children with mild exceptionalities that can be gleaned from observations, written descriptions, and personal interactions. Unlike many texts on this topic, which overwhelm students with extraneous information, The text focuses on the characteristics of these students within general education and special class settings. With this knowledge readers will better understand the implications of characteristics for accommodations and be ready to apply this knowledge with empirically based interventions.

Social Disorders
Social disorders

In previous sections of this book, you have learned how disability affects academic functioning. For those sections, you needed to understand task requirements that involved (a) selective and sustained attention (and working memory) for students with ADHD, (b) perception/memory for students with LD, and (c) thinking and problem solving for students with ID, TBI, and GT–twice exceptional. Many of these children with attentional, learning, and cognitive exceptionalities do have social disorders. However, their social characteristics are secondary to their failure experiences or to their excessive activity/impulsivity. In the current section, the focus is on children whose primary disability is social.

Disinhibition: The inability to stop verbal or motor responses that are often socially inappropriate (e.g., cursing, removing all clothes after a seizure).


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