Disability-Specific Characteristic Matrix

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
 Difficulty understanding concepts  Apprehension about reading aloud in  Speech delay  Material or spatial
and relationships front of classmates  Headaches or other reasoning
 Difficulty acquiring vocabulary  Apprehension about working with signs of anxiety  Verbal reasoning,
 Difficulty following directions
Specific Learning Disabilities

classmates or in front of the class toward school such as finding

 Difficulty using age-appropriate  Frustration with the amount of time  Poor coordination analogies
grammar require and energy expended for Dysgraphia:  Increased empathy
 Frustration with the amount of time assignments  Cramped grip  Increased
require and energy expended for  Difficulty communicating with peers  Unusual posture, resilience
assignments due to poor acquisition of age- particularly while
 Difficulty with the volume of work appropriate vocabulary and grammar writing
 Avoidance of assignments  Easily discouraged; struggle to stay
 Frequently misspelled words motivated and engaged
 Reliance on listening rather than  Poor attendance due to skipping
reading for comprehension classes
 Increased difficulty learning a  Problems staying organized
second language  Difficulty staying on task
 Difficulty with note-taking
 Difficulty recalling mathematical or
scientific formulas
 Difficulty sequencing information
 Difficulty using steps in
mathematical problem solving
  Inability to learn that cannot be  Inability to develop or maintain  May develop  Excel in creative
Emotional Disturbance explained by intellectual, sensory, appropriate relationships with peers physical symptoms areas
(aka Behavior Disorders) or health factors  General pervasive mood of of fears associated
 Difficulty focusing unhappiness or depression with personal or
 Difficulty completing assignments  May need breaks school problems
 May experience
various side effects
of prescription
medication
(difficulty focusing,
lethargy, etc.)

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
  Easily distracted  May be a “class clown” due to  Hyperactivity;  Energetic
Attention Deficit Hyperactive Disorder  Difficulty staying on task frequent disruptive behavior fidgeting, pacing,  Enjoys PE and
 Difficulty concentrating  Impulsive tapping, etc. opportunities to
 Difficulty completing assignments  Difficulty with taking turns  Changes in appetite move around during
 Difficulty planning and organizing  Talks excessively due to prescription classes
 May present as being pushy or medication
overemotional in girls (can lead to
underdiagnosis)
(ADHD)

 Excessive absences related to health  Difficulty maintaining friendships  Poor muscle control  Resilience
Other Health Impairments &

impairment due to absences  Paralysis  Empathy

Orthopedic Impairments

 Reduced energy or stamina that  Difficulty participating in social  Unsteady gate

interferes with concentration
 Difficulty completing large projects
that require sustained concentration
 May require assistive technology to
learn or complete assignments
activities with peers due to limited  Loss of limb
mobility  Use of orthopedic
 Self-conscious or insecure about devices
orthopedic or other assistive devices  Use of mobility aids

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
  Strong rote memory
 Struggle with abstract language
and concepts
Autism Spectrum Disorder
 May learn skills in an atypical
development sequence
 Learn best through routine and
(High-functioning)
practice
 Unusually intense or focused
interest in specific areas (which
may or may not overlap with
academic areas)
 Difficulty understanding speech
(Speech and Language Impairments)
of others
Communication Disorders
 Problems following spoken
directions
 Problems organizing thoughts
 Difficulty putting words into
sentences
 Vocabulary below expected
grade level
 Avoidance of social interaction  Engages in  Visual processing
 Aversion to eye contact repetitive  Able to work or play
 Aversion to working in a group movements or other independently
 Fixation on a niche area of interest self-soothing  Eagerness to learn
that may or may not be shared by behaviors new things
peers  May engage in  Has passions and
 Impaired ability to make friends with sensory stimulation hobbies
peers (touching, sniffing,  Follows routines
 Impaired ability to initiate or sustain etc.) or avoidance well
conversation  Increased risk for  Recall of factual
 Absence or impairment of epilepsy and other information
imaginative or social play seizure disorders
 Inflexible adherence to specific  Higher incidence of
routines tuberous sclerosis
 Unusual intonation when speaking and some other
genetic disorders
than the general
population
 Difficulty communicating with peers  Cleft lip or palate 
 May not engage in conversation  Dysphagia or other
 May not use appropriate grammar feeding difficulties
when speaking or may struggle with in early childhood
using appropriate word order.  Hearing impairment
 May present with selective mutism in  Reduced muscle
some social settings tone, particularly in
the face/jaw
  Delayed speech development
 Difficulty recalling factual
Intellectual Disability information and steps in
procedures
 Reduced attention span
 Difficulty with organization
 Difficulty differentiating
Mild
 Difficulty interacting with peers due  Increased  Outgoing
to differences in maturity clumsiness  Creative
 Struggle with confidence and self-  Problems with both  May excel in PE,
worth gross and fine sports, or other
 May feel inferior to peers motor skills athletics
 Trouble following rules and routines  May have physical
 Difficulty with self-care routines

signs of Down
between concrete and abstract  May try to minimize or hide syndrome, fetal
concepts difficulties to fit in with peers alcohol spectrum
 Struggle with figurative  Reluctance to try new things due to disorder, etc.
language fear of failure
 Benefit from simple, clear
communication and repetition
 Delayed rate of learning in
multiple areas
 Difficulty concentrating