Disability-Specific Characteristic Matrix

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
 Difficulty learning certain  Inattentive  Poor Motor Abilities  Detailed
subjects  Distracted  Lack of  Neuro Diversity
 Difficulty remembering skills  Social Skills Deficits Coordination  Hardworking
 Directional
Specific Learning

learned  Social/Emotional issues  Dedicated to others

 Insconsistent academic deficits  Challenging Behavior Confusion  Requiring
Disabilities

 Information-processing  Low Self-Esteem Creativity

difficulties  Withdrawn  Great memory
 Lack of Meta-Cognitive from personal
Strategies experiences
 .  easily frustrated - antsy – edgy  easily frustrated  Good with
 easily frustrated - antsy –  inappropriate topics / language / - antsy – edgy electronics
edgy tone  inappropriate  Show empathy
 inappropriate topics /  often behind in curriculum topics / language  Resilient
Emotional Disturbance

language / tone  deficits in pragmatic / tone  Respond well to

(aka Behavior Disorders)

 often behind in curriculum communication  often behind in routines

 deficits in pragmatic  may give up easily curriculum
communication  does not follow directions  deficits in
 may give up easily consistently pragmatic
 does not follow directions  easily frustrated - antsy – edgy communication
consistently  inappropriate topics / language /  may give up
tone easily
 often behind in curriculum  does not follow
 deficits in pragmatic directions
communication consistently
 may give up easily
 does not follow directions
consistently

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
 easily frustrated - antsy –  easily frustrated - antsy – edgy  easily frustrated  Creativity
edgy  inappropriate topics / language /  inappropriate  Imagination
 
Hyperactive Disorder

inappropriate topics / tone language Enthusiastic

language / tone   
Attention Deficit

often behind in curriculum often behind in Spontaneous

 often behind in curriculum  deficits in pragmatic curriculum  Increase energy
 
(ADHD)

deficits in pragmatic communication deficits in

communication  may give up easily pragmatic
 may give up easily  does not follow directions communication
 does not follow directions consistently  may give up
consistently easily
 does not follow
directions
consistently
  Academic deficits (missed  Socially immature and/or hesitant  Tired – chronic pain,  Perseverance
Other Health Impairments & instruction) with peers irritability, loss of  Empathy
Orthopedic Impairments  Frequently absent or tardy  Socially withdrawn (or socially appetite, sleepiness,  Assertiveness
 Quiet in classes, but ignored) abdominal pain,  Risk-Taking
demanding in other ways  Overly dependent on vomiting,  Advocates for
parents/caretakers (learned  Physical weaknesses themselves and
helplessness) – pale, withdrawn others
 Avoid being singled out/resist appearance, weight
drawing attention to themselves loss/gain,
sluggishness
 Visible physical
attributes – walk
different, curled
hand, bent over,
oxygen tank, walker
 Smaller stature
Academic Social and/or Behavioral Physical Possible
Characteristics Characteristics Characteristics Strengths
 wide ability range - average/high  difficulty relating to others - extreme  focuses and  Subject matter
IQ aloneness becomes an expert experts
 uneven skill development  become fixated on specifics  specific food  Excel working
Autism Spectrum Disorder

 - varied strengths &  lack sense of humor preferences alone

weaknesses  lack of spontaneous actions and  need for structure &  Highly skilled
 Offers new
(High-functioning)

 exceptional rote memory imagination (concrete) sameness

viewpoints
 communication deficits (mutism  temper tantrums, aggression,  sleep difficulties
& echolalia) property destruction  may be resistance to
 disorganized  obsessive, bizarre, repetitive physical touch
 learn concretely behaviors - rock, hand flap, twirl,  / embrace
hum, gaze, spin objects, click  extra sensitive to
sensory experiences
- noises, clothes,
textures, touch
temperature
  learns more slowly – needs more
repetition
Intellectual Disability  academic deficits
 Learns concretely
 difficulty remembering
directions & expectations
Mild
 take longer to accomplish tasks
 socially awkward  doesn’t understand  Focus on
 often extra friendly social independence
 lacks appropriate social skills for rules/pragmatics  Compassionate
getting teacher’s attention  deficits in adaptive  Good with Routines
 often easy to please behavior – everyday
 may have difficulty controlling life skills
emotions  socially immature
 persistent
 Becomes fixated on certain topics
 overly dependent on
parents/caretakers (learned
helplessness)