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Nature or characteristics of Exceptionality
An analysis of the various definitions given by various thinkers reveals the following facts about the nature of exceptionality:
- Uniqueness is referred to as exceptionality. One or more of the following aspects, including vision, hearing, mobility, perceptual-motor, communication, social-emotional, and IQ, may highlight the exceptionality of the young person. Therefore, those who are blind, deaf, have orthopaedic disabilities, learning disabilities, speech disabilities, emotional disturbances, are socially isolated, are mentally retarded, are slow learners, or are gifted are exceptional.
- The quantity and calibre of prior experiences had at home are associated to exceptionality, in part.
- As with children with disabilities, the exceptional child’s peculiarity can either go in a negative or positive way (as in case of gifted children).
- It is more quantitative than qualitative to be exceptional. Such children are seen as representing different and, in many respects, distinct categories or groups of people in the qualitative definition of exceptionality. They are viewed as distinct types of people who possess traits and qualities that fundamentally distinguish them from the majority of humanity. They cannot be comprehended in terms of ideas that have been drawn from and apply to normal people since they are expected to learn, perceive, think, and modify in ways that are particular to them.
- Exceptionality may signify different things in various social circumstances. Some of the features that distinguish the various types of extraordinary people are patterned as a result of social influences. The many types of “extraordinary” departures from the norm don’t always produce distinctive personality traits and behavioural patterns; rather, they do so because of the societal or personal connotations associated with the deviations. Once a youngster receives the label of special, society views him differently, labels him differently, treats him differently, and anticipates him to behave differently. In response, the youngster accepts these social evaluations, views himself differently, and behaves in line with these self-perceptions. “The argument is that, although the inherent differences between the normal and the various categories of exceptional people may be largely confined to the area of their exceptionality, these differences invariably, spread to other areas as the result of social learning”. Variations among individuals are universal, but society determines which deviations will be considered exceptional. Hence, the term ‘exceptionality’ should always be understood in the particular social context in which it is used. This is more pragmatic.
