Exceptionalities
Instructional Helps
10 Common Exceptionalities
Josie Orton
EDUCATION GUIDE
Table of Contents
 Learning Disabilities
 Attention Deficit Hyperactivity Disorder
 Emotional/Behavioral Disorder
 Communication Disorder
 Traumatic Brain Injury
 Autism Spectrum Disorder
 Hearing Loss
 Vision Loss
 Intellectual Disability
 Gifted, Creative and Talented
 Works Cited Page
Learning Disabilities
A Learning disability is defined as a condition in which one or more of the basic psychological
processes involved in understanding or using language are deficient. According to the Human
Exceptionalities textbook written by Hardman, Drew, and Egan, “Learning disabilities have likely
always been a struggle for the human condition, but it is only since the latter half of the 20 th
century that we have focuses on this particular area of disorder.” Learning disabilities are often
referred as the indivisible disabilities because they affect people of all ages and cannot be
determined by appearance, dress, or behavior.
Strategies:
 Provide a well-defined instructional environment
 Use manipulative objects and use repetition
 Cover, copy, and compare approach
 Use laptops, tablets, and interactive whiteboards
 Use downloadable web applications
Accommodations/Mortifications:
 Extended time for completion of assignments or tests
 Small groups
 Concrete, positive reinforcement
 Study sheets, Summary Sheets, outlines of most important facts
 Visual demonstrations
 Presentation of material in small steps
 Large Print Material
 Seating to reduce distractions
 Frequent breaks
Technology Resources:
 Overhead projector
 CD player and disc to replay information
 Voice Recorder
 Online Websites
 Calendar that remind the student of important dates and times
 PowerPoint presentations made for the student to review material
Environment Resources:
 Classroom
 Aide that assists the student throughout the day
 Field Trips
 Tutor
 Special Education classes
Attention Deficit Hyperactive Disorder
Attention deficit hyperactive disorder, more commonly known as “ADHD” is a disorder
characterized by impulsive actions, hyperactivity, and difficulties in maintaining attention.
ADHD usually begins in early childhood but may continue into adult years. It is the most
commonly diagnosed behavioral disorder in children, and is more common in boys than girls. It
is not clear what causes ADHD. According to A.D.A.M. Medical Encyclopedia, “A combination of
genes and environmental factors likely plays a role in the development of the condition”.
“Imaging studies suggest that the brains of children with ADHD are different from those of
children without ADHD.” Seeing how attention deficit hyperactive disorder effects a students
learning ability in a negative way, it is important to be aware and discover the disorder early in
the child’s lifetime.
Strategies:
 School assignments must be broken down into smaller, less complex units.
 Encouragement on completion of projects and assignments
 Re-enforcements and rewards
 Keep the student busy and engaged
 Immediate consequence for inappropriate behavior such as time out station to calm
down
 Plan ahead
Accommodations/Modifications:
 An IEP plan
 Give extra time on tests and assignments
 Extra classroom structure
 Shorter work periods
 Frequent eye contact with student
Technology Resources:
 Short videos
 Pictures
 Short Slideshows
 Laser pointers
 Music and sounds
Environmental Resources:
 Create positive learning environment
 Promote interaction and learning
 Set the student in the front of the classroom
 Keep them engaged by assigning them important tasks daily
 Lessons outside of the classroom
Emotional/Behavioral Disorder
According to the Individuals with Disabilities Education Act, Emotional disturbances are defined
as the following: an inability to learn; an inability to build or maintain satisfactory relationships
with peers and teachers; inappropriate types of behavior or feelings under normal
circumstances; a general unhappiness or depression; and a tendency to develop physical
systems or fears associated with personal or school problems. Unluckily for the students that
suffer from emotional or a behavior disorder and have not been diagnosed yet, do not receive
appropriate care and treatment, merely because their academic achievement in school appears
normal or above average.
Strategies:
 Create a silent signal with students so you don’t have to signally call them out
 Use journaling so your students can be in touch with their emotions
 Reward frequently and promote positive behaviors
 Focus on fairness
 Limit the number of rules
Accommodations/Modifications:
 Set up goals aimed to social interactions
 Use role-playing situations
 Stay consistent in expectations
 Use behavior contracts
 Set limits and boundaries
Technology Resources:
 Use of headphones or ear plugs
 Word processing program with voice recognition
 Functional evaluation for assistive technology can be conducted to determine what
types of assistive technology might benefit the student
 Voice recorder they can use to record lessons and replay them when needed
Environmental Resources:
 Set a “cool down” zone
 Use seating arrangements to encourage social interaction
 Create a friendly environment with your students on a personal level
 Keep your classroom a safe environment where your students feel safe and like they will
not be emotionally or physically harmed
 Make a board that recognized students achievement and goals
Communication Disorder
A communication disorder is a speech and language disorder which refers to problems in
communications and in related areas such as oral motor function. The delays and disorders can
range from simple sound substitution to inability to understand or use one’s native language.
Strategies:
 Create open lines of communication between students’ parents and teachers by
having frequent phone calls or face to face conferences
 Identify strengths of children which can be rewarded or reinforced in the classroom
and at home
 Develop a self- esteem enhancing model of managing the behavioral concerns
related to Communication Disorders
 Accept personal limitations
 Involve the students in steps to address their target behaviors in the classroom
 Involve other students in assisting students with communications and learning
disorders to alter the targeted behaviors in the classroom
Accommodations/Modifications:
 Keep the noise level in the classroom as low as possible
 With the help of the speech teacher altering traditional classroom games students
play to reinforce concepts for review.
 Incorporating group reading into lessons
 Repeat questions with proper diction, articulation and tone.
 Incorporate one on one tutorials
Technology Resources:
 Picture exchange communicate system
 Hand-held (portable) or computer electronic speech devices
 Communication board
 Sign language
 Head set that student can listen to that pronounces and repeats the correct way to
pronounce words.
Environment Resources:
 Provide child with more learning opportunities
 Encouraging the child at every step and not criticizing the child for the slow response
or failure to answer your question
 Trying and using simple vocabulary that the students can keep up with
 Help the child to feel confident
 Do NOT single out the student or embarrass the student in front of his/her peers
Traumatic Brain Injury
Traumatic Brain Injury is also known as intracranial injury, and occurs when an exterior force
traumatically injures the brain. TBI can be classified based on severity, mechanism, or other
features. TBI is a major cause of death and disability worldwide, especially in children and
young adults. Males sustain traumatic brain injuries more frequently than do females. Causes
include falls, vehicle accidents, and violence.
Strategies:
 Reduce distractions in the student’s work area
 Frequently repeat information and summarize it
 Teach the students to categorize information to aid retention
 Written checklist of steps for complex tasks with instructions for checking off each
completed step in an assignment or task
 Outline based on class lectures
 Provide oral and written instructions
Accommodations/Modifications
 Have student sit near teacher in the classroom
 Keep distractions to a minimum
 Use peer note takers
 Provide assignments in writing
 Teach in small groups
 Allow student to have frequent breaks
Technology Resources:
 Tape recorder
 Iphone/Ipad applications
 Handheld microcomputer
 Message recorders
 Checklist
 Talking clock and talking calendar to remind student of evens and homework
Environment Resources:
 Schedule modifications (shorter days, rest periods, etc.)
 A student “buddy”
 Keep the student in a safe environment and protect him/her from causing more
harm by providing helmets, lessons on importance of seatbelts etc.
 Teachers, health providers, and parents work as a team
 Create an environment that encourages the student to develop appropriate social
behaviors
Autism Spectrum Disorder
Autism is a pervasive developmental disorder. Its symptoms include differences and disabilities
in many areas including social communication skills, fine and gross motor skills, and sometimes
intellectual skills.
Strategies:
 Provide Support
 Implement IEPs
 Meet with parents
 Evaluate various teaching styles
 Provide warnings for changes in routines
 Ensure consistency
Accommodations/ Modifications:
 Portable picture schedule
 Extra time to take tests
 Seating in front of classroom
 Changes in curriculum to meet child’s needs
 Visual or written daily schedule
 Provide instructions orally as well as visually
 Allow extra time for students to respond to directions
 Classroom aides
 Incorporate visual components
 Let students use a stress ball
 Often alternate activities
 Minimize distractions
Technology Resource:
 Word processing
 Computer based learning
 Use visual physical guidance
 Use peer modeling
 Calculator
Environment Resources:
 Create an environment that is not over stimulating
 Create a structured environment with predictable routines
 Give fewer choices
 Select repetitive motions when working on projects
 Keep voices low and clear when teaching
Hearing Loss
Hearing loss is an impairment in hearing, whether permanent or fluctuating, that adversely
affects a child’s educational performance but that is not included under the definition of
deafness. Deafness means a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing with or without amplification that adversely
affects a child’s educational performance.
Strategies:
 Face the student at all times
 Don’t cover your mouth with your hands
 Speak in a normal rate
 Provide a listing of all key concepts
 Implement testing accommodations identified in the students IEP
Accommodations/ Modifications
 American Sign Language
 Fingerspelling
 Be sure to signal topic changes
 Provide a note taker
 Reword, rephrase, or paraphrase what you have said when the student appears lost
 Make sure the student learns reading comprehension strategies
 Alternate tasks to give the student a break from having to focus so intently
 Hearing aid
Technology Resources:
 Interpretation
 Translator that translates words into a visual sign language
 Projector
 Slideshows
 Open caption
 Closed captioning
Environment Resources:
 Make sure that there is not a light source behind you shining in the student’s eyes
 Have the student sit at the front of the classroom
 Make sure that the screen isn’t blurry
 When writing on the board make sure that it is big and legible
 Over exaggerate lip movement when you’re speaking
Vision Loss
Vision loss is the absence of vision where it existed before, which can happen either abruptly or
over a long period of time. People with vision that is worse than 20/200 with glasses or contact
lenses are considered legally blind. Vision loss refers to partial or complete loss of vision. Some
types of vision loss never lead to complete blindness.
Strategies:
 Speak to the class upon entering and leaving the room
 Use descriptive words like “forward, left, straight,” ect.
 Don’t distract guide dogs
 Have another student read written info for them
 Use bold, large print on papers and on the computer screen
Accommodations/ Modification:
 Braille Alphabet
 Math counter
 Ruler with indents
 Reading machine
 Number lines with indents
Technology Resources:
 Early Braille Template and tool
 Braille computer keyboard adaptor
 Braille computer “note taker”
 Visual amplifier
 Overhead
 Opaque projector
 Tactile 3D models
Environmental Resources:
 Have student sit in the front of the classroom
 Handouts available in large print, audiotapes, computer disk, or braille
 use a voice amplifier
 keep sun out of students eyes
 use handouts often
Intellectual Disability
Intellectual Disability is the current preferred term over what has historically been called
mental retardation. Mental retardation is a disability characterized by significant limitations
both in intellectual functioning and adaptive behavior as expressed in conceptual, social, and
practical adaptive skills. This disability originates before the age of 18. Someone that is
intellectually disabled also has an approximate IQ of 70 and below. This gives them a limited
ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn
quickly, and learn from experience. Intellectual disability is common in as many as 3 out of
every 100 people.
Strategies:
 Work together with the parents and other school personnel to tailor their IEP
 Demonstrate while you tell
 Break new tasks into small steps
 Use repetition
 Give immediate feedback (positive)
Accommodations/ Modifications:
 Use concrete items and examples to explain new concepts
 Identify what behaviors you expect in the classroom
 Plan ahead with your class activities
 Use appropriate communication method
 Do not overwhelm a student with multiple or complex instructions
 Use strategies such as chunking, backward shaping and role modeling
Technology Resources:
 Computer games and tasks are used as a reward and motivation
 Taped stories
 Headset
 Audio book
 PowerPoint
 Use Pictures
Environmental Resources:
 Have the student set goals and guidelines to focus on
 Create positive learning environment
 Promote interaction and learning
 Set the student in the front of the classroom
 Keep them engaged by assigning them important tasks daily
Gifted, Creative, and Talented
Someone who shows, or has the potential for showing, an exceptional level of performance in
one or more areas of expression is someone who is gifted and talented. About 5% of the
student’s population is gifted. Gifted, creative and talented are terms that apply to individuals
with extraordinary abilities or the capacity for developing them.
Strategies:
 Create alternative activities
 Work with student to design an independent project that they would be interested in
completing for credit
 Involve students in academic competitions in your area
 Create tiered assignments, which have different expectations for different levels of
learning
 Promote independence
Accommodations/ Modifications:
 Enrichment through a broader range of texts and tasks
 Extension through more detail and complexity
 Accelerate the pace of learning and tackle objectives earlier
 Support reflection and self- evaluation
 Allow student to work at own pace and have more complex assignments prepared for
them
Technology Resources:
 Computer
 Calculator
 Online testing
 headset
 lecture recordings
Environmental Resources:
 provide encouragement and support
 open place to study and work
 challenge the student
 fast paced learning system
 keep the student focused and engaged
Works Cited
"Accommodations." Accommodations for Students with Disabilities. NCLD, 2013. Web. 17 Sept. 2013.
"Assistive Technology for Individuals with Traumatic Brain Injury." Assistive Technology for
Individuals with Traumatic Brain Injury. WETA, 2013. Web. 22 Oct. 2013.
"Down Syndrome: MedlinePlus." U.S National Library of Medicine. U.S. National Library of Medicine,
13 May 2013. Web. 22 Sept. 2013.
Hardman, Michael L., Clifford J. Drew, and M. Wilson Egan. Human Exceptionaality School,
Community, and Family. 11th ed. N.p.: Wadsworth Cengage Learning, 2013. Print.
"Instructional Strategies for Educators." LD OnLine: The World's Leading Website on Learning
Disabilities and ADHD. WETA, 2010. Web. 17 Sept. 2013.
Lash, Marilyn. Teaching Strategies for Students with Brain Injuries. Vol. 4. N.p.: n.p., n.d. Blausa.org. 2
Nov. 2000. Web. 23 Oct. 2013.
Plumley, Karen. "A Better Way to Learn from Each Other." Suite101.com. N.p., n.d. Web. 17 Oct. 2013.
"Specialties." Medscape Reference - Specialties. N.p., n.d. Web. 17 Oct. 2013.
"Web Site Design by Flyte New MediaContact Web Developer." Classroom Modifications and
Accommodations For Students With Learning Disabilities. Idat, n.d. Web. 17 Sept. 2013.