Name: Brianne Robinson

Semester/Year: Spring/2018
EXC 4020 Culminating Task
Disabilities Quick Reference Guide

Disability Characteristics Choose 2 ways to differentiate Classroom Accommodations Resources

(4 or more). instruction and why it would (4 or more) (2 or more)
work for this disability
(2 or more)
Example: 1.Poor visual acuity 1. Use of Assistive technology: 1. Provide audio-taping when 1. Teaching
Visual 2.Visual field deficits Can be decided to fit the specific possible students with
Impairments 3.Eye movement needs of the student to provide 2. Verbal descriptions of visual VI:
(VI) abnormalities the student with visual aids or writing on whiteboard http://www.te
4.Light/color reception interpretations of the instruction. 3. Seating arrangements that achingvisuallyi
impairments Examples: magnifiers, CCTV, maximize learning mpaired.com
5.Abnormalities of visual enlarged books. 4. Provide materials/lessons in 2. American
perception and brain 2. Alteration in material: Present alternate formats (such as Foundation
function the information in braille, large enlarged font) for the blind:
print, or on CD. Also using 5. Extended time http://www.a
models that the student can touch 6. E-text with tracking devices fb.org/default.
can also be helpful in solidifying aspx
the content for students with VI.
Some students with VI may need
the information presented in a
different way/format in order to
grasp the concept. If a
PowerPoint/or reading a chapter
is not an option, the information
will need to be adjusted in order
to allow them access to the
instruction.
Specific 1.Extremely diverse group For students with a SLD in: 1 . Highly structured Textbook –
Learning (disability affects areas of 1. Oral Expression – use environment Special Education
Disabilities learning and perception) word webs and conceptual 2 . Guided instruction such as for all teachers
(SLD) 2.Twice exceptional (may maps before a speech or placing a to-do list in the pg. 149-150
have a SLD in one area, yet presentation to help the classroom
perform well in another) student’s oral delivery and

3.May be indistinguishable
from their peers unless
asked to do an academic
activity
4.Demonstrate problems in
specific areas that are not
remediated via the RTI
process
5.May qualify for special
education services via the
RTI model or the
discrepancy model
6. Specific characteristics:
Name: Brianne Robinson
Semester/Year: Spring/2018
to better understand how 3 . More frequent progress Accommodations,
words and concepts go checks techniques and
together (for future 4 . Provide word processing aids for learning
reference) applications when typing https://ldaameri
2. Reading Comprehension- 5 . Using accommodations ca.org/accommo
Explicitly teach specific to disability dations-
comprehension (calculators) techniques-and-
techniques/skills to use 6 . Having predictable routines aids-for-
while reading. In which learning/
will be effective for the
students with SLD because
a graphic organizer will
also be provided to help
the student to visually
represent the content they
have read.
3. Before reading, do a
picture/word walk
through of the text. This
will help the student come
to a conclusion of what
should be expected while
reading and have a better
understanding of what
they’re reading. Rather
than worrying about, what
to read, how to read, then
try to interpret.
4. Also providing them the
paragraph they will read
beforehand. Allowing
them to rehearse and not
worry about what they are
reading, now they are
focusing on what it is they
are reading

Mild 1.Cognition develops at a
Intellectual slower rate and lower rate
Delays (MID) than others in the classroom
(reads significantly below
grade level)
2.Inability to discriminate
relevant information from
irrelevant.
3.Issues storing information
in short term memory
4.Difficulty with generalizing
new information in order to
apply to new situations.
5.Poor motivations
(interferes with learning)
Emotional 1. An inability to learn which
Disturbance cannot be explained by
(ED) intellectual, sensory, or other
Choose one: health factors
*Internalizing 2. An inability to build or
*Externalizing maintain satisfactory
interpersonal relationships
with peers and teachers
3. Inappropriate types of
behavior or feelings under
normal circumstances
Name: Brianne Robinson
Semester/Year: Spring/2018
Accommodations must be made! 1. Differentiate questions on Textbook- Special
1.Use problem solving techniques test. (draw answer to question, Education for all
to create a variety of strategies id it’s something simple like teachers
for success in social integration. vocab) Pg. 164
In these certain problems, this 2. Allow additional time to
helps identify their own problem- complete tasks. Classroom
solving errors and where they 3. Provide a table of facts, Accommodations
can improve while thinking formulas to use, or a calculator for students with
critically (all part of helping them to help students with short term Learning
develop effective problem- memory Disabilities
solving skills) 4. Reading test questions aloud
before beginning https://pridelear
2. Alter grading procedures from ningcenter.com/
a letter grade to pass or fail. You 2010/11/06/clas
are now grading the student sroom-
based on the material he/she accommodations-
should have mastered by that for-students-
point in the student’s IEP. That with-learning-
way you are letting the student disabilities/
know that you are on a steady
pace to
3. Allow retest after additional
instructional time and when felt
like student has mastered the
particular subject.
1. Implement a sound classroom 1.Differentiate the types of Pintrest:
management plan – I have seen in chairs used, such as chairs that https://www.pin
my observation class that the rock side to side terest.com/pin/1
teacher implemented a chart on 2.Or provide a seat cushion, foot 7331828564009
the white board that indicated rest, or even a resistance band 3822/?lp=true
the noise level that is expected around the legs of a chair to At a Glance:
throughout the day. Which satisfy the need to move and Classroom
ranged from No talking, to improve attention span. accommodations
whispering, to your ability to use 3.Color code material, to for students with
your outside voice. This will help differentiate one subject from ADHD
students remember what is another.

4. A general, pervasive mood
of unhappiness or
depression
5. A tendency to develop
physical symptoms or fears
associated with personal or
school problems
[classifications and examples
of typical behaviors]
1.Conduct disorder –
Antisocial, acting out,
disruptive, temper tantrums
etc.
2. Motor Excess –
Hyperactive, difficulty
staying still
3. Socialized aggression –
‘socialized delinquents’
4. Psychotic Behavior –
Difficulty differentiating
between reality and fantasy.
5.Anxiety (directed to
students with internalizing)
– Sensitive, depressive, etc
6. Attention Problems –
Short attention span,
immaturity
Attention 1.Inattention, an inability to
Deficit focus or concentrate for age
Hyperactivity appropriate amounts of time
Disorder 2.Impulsivity, an inability to
(ADHD) control one’s behaviors and
reactions on a reflective level
3.Hyperactivity, excessive
motor movement (excessive
fidgeting, squirming in seat,
Name: Brianne Robinson
Semester/Year: Spring/2018
expected of them and to quickly 4.Allow student to use word https://www.un
remind students of the noise processing derstood.org/en/
level. For students with ADHD, 5.Display schedule clearly either school-
they can quickly spot the where on the students’ desk or on the learning/partneri
their noise level should be and board. (whichever is easiest for ng-with-childs-
act off the class. This will also students) school/instructio
help their body reactions, if the nal-strategies/at-
mouth is quiet, the rest of the a-glance-
body tends to mellow as well. classroom-
2.Proximity control, Use the accommodations-
teacher’s presence as a reminder for-
to students of their expectations adhd?gclid=CjwK
by moving closer to students off CAjwiPbWBRBtEi
task. When the students are wAJakcpJxu-
closer to the teacher, for one they bPWdPfo9__PRm
feel safer and will not expect ca3iKm2sNP-
harm from (specializing for GLUYJb1UACBkK
students with internalizing) sxbjPu5QhvmhoC
others and vice versa, will not act 0MYQAvD_BwE
out or do no harm to others(for
externalizing students). Textbook –
Special education
for all Teachers
Pg. 228-330
1. Attention to task is improved 1.Token economy – to award Helping the
when the student with ADHD is students when stayed on task Student with
engaged in teacher-directed as and completed successfully ADHD in the
opposed to independent seat- 2. Praise when completed task in Classroom:
work activities. Having the a timely manner (encourage Strategies for
student work independently will appropriate behavior) Teachers
cause them to quickly lose 3.Auditory Cues
attention and it will also help to
have an interactive mini activity

any form of excessive activity
that is not related, and
continuous in motion)
4.Motivation, deficits in
motivation, having difficulty
focusing on school or social
tasks.
5.Motor restlessness
Traumatic 1.Loss of prior abilities or
Brain Injury functions
(TBI) 2. Inappropriate behavior
resulting in a disruption of
socialization.
3.Often with prior history of
special education
4. Typically male,
5. Member of ethnic/racial
minority from urban settings,
6. before age 10 and between
ages 15 and 24, often prior to
Name: Brianne Robinson
Semester/Year: Spring/2018
within the lesson to help relate 4.Task completion checklist http://www.ldon
the information, as well as Including structured time for line.org/article/5
helping the student get out any productive physical movement. 911
urge of hyperactivity.
2.Also, the teaching of note- How Can
taking strategies increases the Teachers Help
benefits of direct instruction. Students With
Provide the student with fill in ADHD?
the blank notes or Cornell notes http://www.educ
taking to easily reference back to ationworld.com/
the information provided. Both a_issues/issues1
comprehension and on-task 48c.shtml
behavior improve with the
development of these skills.
3. Peer tutoring, provides many
of the instructional variables
known to be important in setting
up students with ADHD for
success. For example, it provides
frequent and immediate feedback
for student to take into
consideration and learn from
others.
1. Another way that teachers can 1. Redirecting: asking the •Positive
be proactive in addressing student to do a task, such as Behavioral
student behavior is to prevent, reading or answering a question, Interventions and
interrupt, or stop minor to refocus the student’s Supports (OSEP
undesirable behaviors (i.e., attention Technical
surface behaviors) as soon as 2. Signaling: to express Assistance
they begin and before they disapproved behavior Center)
escalate. Teachers can address 3. A humorous comment or joke •http://www.pbi
these types of disruptive can ease a tense or anxious s.org/
behaviors by using surface situation. (teacher’s influence)
management strategies—simple,
nonintrusive ways to respond to

learn due to cognitive or
processing deficits,
minor disruptive behavior
without interrupting classroom
instruction. These strategies
allow teachers to respond in a
way that does not embarrass or
publicly identify the student
2. To minimize disruption, the
teacher can organize the
classroom by:
 Making high-traffic areas
easy to navigate
 Ensuring that all students
can be seen and
monitored
 Organizing frequently
used supplies so that they
are accessible
 Making certain that all
students can see
instructional
presentations and displays
Name: Brianne Robinson
Semester/Year: Spring/2018
4. Removal of object that •Council for
distracts the student from Exceptional
academic task Children website:
5. Best associated with students •http://www.cec.
who become restless sped.org/
- Displaying genuine interest in a
child’s work or interests •IRIS Modules:
•RTI:
•http://iris.peab
ody.vanderbilt.ed
u/module/rti01-
overview/
•Evidence-based
practices:
•http://iris.peab
ody.vanderbilt.ed
u/ebp_summarie
s/
•Classroom
Management:
•http://iris.peab
ody.vanderbilt.ed
u/module/beh1/
•

Autism 1.Inappropriate responses in
Spectrum conversations
Disorder 2. Misreading nonverbal
(ASD) 3. Limited interests
4. Insistence on routine
(some people may
demonstrate extreme forms
of the behaviors
characteristic of autism)
- 3 major areas of
functioning:
1. Having visual and concrete 1. Video modeling- showing Textbook- Special
systems and structure. For a video tape of a person Education for all
majority of students with ASD are modeling expected Teachers
visual learners, it helps them in behavior, relating to topic Pg. 321-329
the classroom to have predictable in classroom
schedule routines and to better 2. Peer mediated KIPP: Teacher
understand the expectations for interventions – pairing and Learning
behavior in those routines. So the students in groups to Resources
using visual cues, systems, and complete a task but also http://www.kipp
routines will better assist even help the student with .org/approach/re
those in language processing. For ASD improve social skills source-
 Name: Brianne Robinson
Semester/Year: Spring/2018
communication, older students, words and 3. Total communication library/?parent=t
socialization, and pictures will work best. approach eaching-
interest 4. Provide a quiet space for learning&gclid=C
5.Self injurious behaviors students who have jwKCAjwiPbWBR
(SIB) trouble working in noisy BtEiwAJakcpPLd
6. Difficulty relating to others environments TFgORIMIm7ZCh
5. Develop IEP goals for ei9t6yGw9UUXA
student to reach each vm7NQsPxhH8sn
week and provide a o5KOZCjMGchoC
satisfactory or non- H8MQAvD_BwE#
2.Figure 10.4 (PG 321) in our satisfactory based on archive-
textbook displays a perfect performance. resources
example a checklist that can be
provided to students to support
transitions between classes.
While students are getting ready
for class to begin, a checklist of
the steps that need to be
completed in order to be fully
prepared for class to begin. This
will help the teacher know who is
prepared for class and what else
needs to happen before class
begins, but also assists the
students on completing work
independently without teacher
scaffolding (building
independence).
3. Provide student with ASD
academic work that they will be
practicing during cooperative
learning groups the day before
the group activity. So they can
work on practicing the specific
social skill during the group

Hearing 1.Deaf: a hearing impairment
Impairment that is so severe that the
child is impaired in
processing linguistic
information through hearing
2.Hard-of-hearing: a hearing
impairment, permanent or
fluctuating.
Characteristics depend on
degree of hearing loss (which
is measured based on
individual’s acuity to a series
of tones):
3.Conductive – damage to
outer or middle ear
4. Sensory -inner ear damage
5.Central – injury to auditory
cortex of the brain
Communicatio 1.Receptive Language
n (Comprehension)
Impairments 2.Expressive Language
(CI) •Speech Disorders
3.Articulation
4.Voice
5.Fluency (most common is
stuttering)
•Language Disorders
–Absence of language
–Delayed language
development
Name: Brianne Robinson
Semester/Year: Spring/2018
activity rather than focusing on
the content.
1. Know the student’s range of 1. Assistive Technology Relationship of
hearing, and place student based 2. Use of a person Hearing loss to
on range, so he/she can be close 3. Changes in Student response listening and
enough to hear you. 4. Changes in teacher instruction learning needs
2. Have lesson outlines, vocab 5. Peer teaming, interpreter, or Pg355-356
words, and assignments written note taker (or all 3)
out for student 6. If the student uses an FM Australian
3. Have a note taker (buddy system, ask the audiologist for Disability
system for student) this wat the training on its use and Clearinghouse on
student is able to focus on what I maintenance education and
am say (or interpreter) and not training:
worry about notes for future https://www.adc
reference. et.edu.au/inclusi
4. Speak naturally, avoid ve-
exaggerating lip movements. And teaching/specific
try to keep objects away from -
face, making it as easy as possible disabilities/deaf-
for your student to understand hearing-
and depict what you are saying. impaired/
1.Adaption of activities and/or 1. Allow more time Collaborative
curriculum may be necessary. 2. Model appropriate speech and Services:
The language level of classroom language https://www.the
activities may need to be altered 3.Augumentative informedslp.com
for student with CI to participate. communication devices /qa_push_in.html
Offer direct services from the 4.Peer tutoring
speech language pathologists and 5.Provide practice opportunities Iowa’s
add to the curriculum for student. Consultative
2. CI students benefit from the Model for
development of curriculum-based Collaborative
goals and the implementation of Service
collaborative treatment Provision:
programs. The direct service can

–Deviations in language
development
–Problems acquired after
language developed
•Communication Disorders
–Regional, ethnic, and racial
dialects
–Augmentative or alternative
communication systems
Common symptoms on pg369
Physical Cerebral Palsy (CP)
Impairments classifications:
(PI) 1.Monoplegia- one limb is
Choose one: affected
*Cerebral 2.Paraplegia- both legs are
Palsy affected
*Muscular 3.Hemiplegia: one arm and
*Dystrophy one leg on the same side
Spina Bifida 4.Triplegia: three limbs are
affected
5.Quadriplegia – all four
limbs are affected equally
6.Diplegia – all four are
affected with legs more
affected
[Then broken down into
different types of CP]
Spatic – affected muscles
have increased tone with
increase resistance
Name: Brianne Robinson
Semester/Year: Spring/2018
help as well as collaborative and http://slideplaye
cooperative service delivery r.com/slide/648
models. 8806/
3.Coteaching with speech
language pathologists and
planning-delivering and
enhancing speech/literacy skills
for all students in the classroom.
1.Adaptation to student response. 1. Assistive technology Teaching
Students with PI may be unable 2. Alter material so student Students with
to write using paper and pencil. can physically use it Physical
Find what works best for student 3. Add to curriculum Disabilities
and accommodate based on specialized skills
needs. For example, a student 4. Provide alternate http://www.acce
may need to use a computer to response forms ssiblecampus.ca/
write their responses, or answer 5. Modify classroom to tools-
questions orally. allow access - Remove resources/educat
2. Student may tire easily due to obstacles and arrange ors-tool-
impairment, so minimize tests furniture to ensure clear kit/teaching-
and homework to give the passage to where you will tips/teaching-
student a chance to complete sit and conduct any students-with-
without feeling overwhelmed. meeting physical-
3.Peer assistance. May be used to disabilities/
help student in activities that If you are not sure what to do,
require additional physical ask, “Can I help?” Acceptance - Ten
movement (working in groups) Tips for Teachers
 Name: Brianne Robinson
Semester/Year: Spring/2018
Athetoid – Fluctuated muscle http://www.cere
tone bralpalsy.org/inf
Ataxia poor balance and ormation/accept
equilibrium ance/tips-for-
Mixed combination of above teachers
types.
Other Health 1.Allow frequent bathroom 1.Ensure adequate access to Tips for
Impairments breaks. Children with SCD water/hydration. Thus, Supporting
(OHI) produce large amounts of dilute unlimited access to water. Allow Students with
Choose one: urine even when they are students to have water bottles Sickle Cell
*Asthma dehydrated. Thus, children with 2. Be responsive and attentive to Disease:
*Sickle Cell SCD may need to go to the complaints of pain
*Diabetes bathroom more often than other 3. Create an individualized care https://www.cdc.
*Epilepsy children plan for each student with SCD. gov/ncbddd/sick
2.Allow accommodations during Care plans should have input lecell/documents
extreme temperatures and from the teacher, school nurse, /tipsheet_suppor
conditions. Cold or hot weather the student, and his or her family ting_students_wit
can trigger pain crises. Teachers 4. Be alert for signs of fever. h_scd.pdf
should not assign a student with Teachers should have access to
SCD a seat in drafty locations, an individualized care plan for a Textbook Special
directly in front of fans or under student with SCD Education for all
air conditioner vents. Teachers
3.Maintain open communication pg 379
with parents. Teachers can help
create a positive relationship
between home and school as well
as a sense of continuity for
students by maintaining open
communication with a child’s
family through notes, e-mail,
phone contact or conferences

Intellectual Students functioning at a 1.Functional content is best 1.Use of amplification and -Chapter 12 in
Delays (MOID significantly lower rate than obtained by students with MOID alerting devices text book
& SID) typical students. when derived from the life skills 2. Use Behavioral prompt
performed in the integrated strategies
 Name: Brianne Robinson
Semester/Year: Spring/2018
Common in students IQ score community settings. The content - Antecedent -Behavior – Life in a High
lower than 55 should be directed to the Consequence School classroom
1. Learn fewer skills in relevance in the student’s life to 3. Primack principle – ‘If.. Then.. for students with
the time available in help them generalize the principle” Moderate, Severe,
school information and follow these 4. Task analysis and Profound
2. Inability to apply same tasks in and outside the - further analyze difficult steps Disabilities
information learned classroom. into smaller components.
from one situation to 2. Activity based instruction, in https://www.gad
another which the individual is taught in oe.org/Curriculu
3. Impaired reception of the context of an activity rather m-Instruction-
information due to than isolated. This will help them and-
sensory deficits improve certain skills based on Assessment/Spec
4. The inability to lesson. For example, in math ial-Education-
discriminate relevant instead of teaching a student with Services/Docume
from irrelevant math sheets how to add coins, set nts/IDEAS%2020
5. Synthesizing up a mini shop for the student to 15%20Handouts
information is limited approach a cashier and count /2015%20Hando
6. Impact their how many coins he would need in uts/A%20Day%2
communication skills order to purchase what he/she 0in%20the%20Li
7. Inability to interpret wants. Then this would be more fe.pdf
social cues and effective in remembering and
situations. relating than memorizing facts on An
a sheet. Administrator's
3.Community- based instruction Guide to the
educator presents functional Instruction of
skills across Students with
Disabilities in the
Least Restrictive
Environment

https://www.gad
oe.org/Curriculu
m-Instruction-
and-
Assessment/Spec
ial-Education-

Gifted and  1.Unusual alertness, long
Talented concentration span
 2.An extraordinary speed in
processing information; puts
thoughts together quickly.
 3.Excellent memory.
 4.An extensively large
vocabulary and complex
sentence structure for age.
 5.Advanced comprehension
of word nuances,
metaphors and abstract
ideas
 5. A need for the world to be
logical and fair
Name: Brianne Robinson
Semester/Year: Spring/2018
Services/Docume
nts/Admin%20G
uide%20to%20L
RE.pdf
1.Currirculum compacting: A 1. Give opportunities to develop Chapter 13 in
strategy that allows students to their creative abilities textbook
identify content that they already 2. Offer differentiated ways to
know. This allows students to submit assignment. https://www.nag
move at a more rapid pace for 3. Think out loud problems – c.org/resources-
individual projects of interest. So allow student to explain their publications/reso
it helps these students not bore rationale with the class or urces/my-child-
during assignments that they groups gifted/common-
already know the content for and 4. Self-selection – allowing characteristics-
differentiate between on average students more autonomy in the gifted-individuals
students. learning process
2.Flexible grouping – Students 5. Cooperative learning- work as CHARACTERISTI
are grouped for instruction by a team to solve problems CS OF GIFTED
individuals’ strengths and CHILDREN
weakness. As the students http://www.rive
demonstrate strengths, they must rdale.k12.oh.us/C
be allowed to enter and leave haracteristicsofGi
group freely as they will need to ftedChildren.aspx
receive the appropriate
instruction.
3. Tiered assignment strategy
includes large group instruction
with large group instruction
including different activities
depending on the abilities of
students. This will help the
students lacking behind in
academics catch up to majority of
the students in the class. In
addition to also helping the

Asthma  1. Wheezing
 2. Coughing
 3. Breathing heavier than
usual
 4. Students complain about
back or chest pains
 Be Cautious of:
 Nose flaring when breathing
 Ribs show when inhaling, or
deep suction of collar bone.
 Use Peak meter if possible
to measure breathing
students who are above average
build their weaknesses.
1.Get forecasts and alerts for air
quality and environmental issues
to help you plan for outdoor
activities. This will help students
with asthma prevent possible
attacks due to air quality, and not
feel left out if the rest of the class
is able to go and not them
2. Allow a student to engage in
quiet activity if recovery from an
acute episode precludes full
participation
Name: Brianne Robinson
Semester/Year: Spring/2018
1. Avoid using pens, glue, and Actions for
paints that emit irritating fumes classroom
2. Know the early warning signs teacher:
of an asthma episode or attack. http://getasthma
(link has signs to lookout for) help.org/teacher.
3. Do not cover up any vents in aspx
the classroom. This prevents
fresh air from circulating into Chapter 13 in
the room textbook
4.Allow student to rest and drink
water after having an episode Asthma Episode
Check peak meter again to http://getasthma
assure student restored help.org/glossary
appropriate breathing. Record.aspx?gloI
D=11