Exceptional children

Kirk (1972: 4)1 defines an exceptional child as, “child who deviates from the average or normal child (1) in mental characteristics, (2) in sensory abilities, (3) in neuromuscular or physical characteristics, (4) in social or emotional behaviour, (5) in communication abilities, or (6) in multiple handicaps to such an extant that he requires a modification of school practices, or special education services, in order to develop to his maximum capacity”.

From the above definition we come to know that

Exceptional children can not profit from the regular school program. Special methods and materials are required to teach them.

The exceptionality may be due to problems in vision, hearing, perceptual-motor, movement related, communication, intelligence, socio-emotional.

Exceptionality has a positive dimension (gifted or talented children) and a negative dimension (handicapped, learning disability, behavioural problems etc.).

There is another group of children referred as children at risk. Such children have no learning disability, but they are at a risk to develop it later. The risk factor may be caused by conditions during birth, nurturing, or environment. This group includes students experiencing learning, socialisation and maturational difficulties and difficulties in general classroom.

Special education is defined as individualised educational instruction designed to meet the unique educational and related needs of students with disabilities.

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