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.
This section focuses on children whose motor skills do not allow them to respond adequately to the school requirements of speaking or writing or whose primary difficulty is inhibiting motor responses. These response output problems are different from the focus in previous chapters on the input and processing requirements of attending, learning, and socialization. Motor disorders can be subdivided into (a) gross motor response impairments, or lack of coordination of the large muscles of the legs and arms; and (b) fine motor response impairments, or difficulties involving the small muscles in the hands and mouth. See Figure VI.I. When children have gross motor difficulties, they often also have fine motor control problems, which explains developmental coordination disorder (DCD) and difficulties with ...