1. Developmental Delay
1.1. A delay in physical cognitive, social, emotional or behavioral development, or communication (PCIR 2012).
1.1.1. Establish predictable routines for students (UCDavis n.d.)
1.1.2. Create opportunities for hands-on learning by use of manipulatives (UCD n.d.)
1.1.2.1. I currently have a student in my class with mild developmental delays; at the age of 3 and a half, she has very limited language skills, stunted gross and fine motor abilities and impaired cognitive development. This student is often a distraction to other students by making noises at inappropriate times and touching other students constantly. She benefits from sitting in an area designated just for her, away from other students and individual instruction.
1.1.3. Expose the student to multiple learning methods in a variety of different skills; writing, drawing, speaking to increase small successes in each area. (UCD n.d.)
2. Emotional Disturbance
2.1. "(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems." (CPIR 2012)
2.1.1. Make classroom expectations and schedule clear (do2learn n.d.)
2.1.2. Explicitly teach social rules and skills, encourage students to explain their own emotions and label others' emotions (do2learn n.d.)
2.1.3. Allow for opportunities to write, draw, or express their feelings in other ways (do2learn n.d.)
3. Intellectual Disability
3.1. Intellectual ability significantly below the average for the student's age.
3.1.1. Students with intellectual disabilities benefit most from simplifying material such as working on one skill or activity at a time or working in small groups or one-on-one with a teacher (Texas Council for Developmental Disabilities 2013).
4. Multiple Disabilities
4.1. Video on MD
5. Orthopedic Impairment
5.1. An impairment in the musculoskeletal system.
5.1.1. Focus instruction on gross and fine motor skill development.
6. Other Health Impairment
6.1. Limited strength or alertness due to chronic or intermittent health problems.
6.1.1. Teach students to create their own goals and objectives so that they are able to succeed in a variety of environments (UCD n.d.). Be mindful of treatment plans or required health visits, and allow them to take their schoolwork home or have more time to complete it
7. Traumatic Brain Injury
7.1. A physical injury to the brain that leads to partial or total disfunction
7.1.1. Give students instructions one step at a time, and allow them more time to finish their work. In order to ensure that the student is successfully acquiring the appropriate skills, assess them in a variety of ways. Allow students to take a break if necessary (UCD n.d.)
8. Autism
8.1. A developmental disability affecting communication and social interaction. Students engage in repetitive behavior, resist change in routine and respond strongly to sensory input (CPIR 2012).
8.1.1. Classroom modifications: Implement a schedule and stick to it. Try to introduce as little change as possible, and prepare the students if change is necessary. Keep learning blocks quick and incorporate physical movement when possible.
8.1.1.1. My cousin has both Down's Syndrome and severe autism, which makes it very difficult for him to interact with his family or peers. He is comforted by a very strict routine and predicability; he always sits in the same spot in each room, eats the same food, and plays with the same toys. He becomes very distressed if his routine is interrupted. He is in a specialized school for students with learning disabilities, where they focus on his gross and fine motor skills such as catching a ball, feeding himself and turning the pages of a book, social skills such as responding when someone talks to him and looking people in the eye, and academic skills such as writing and drawing.
8.2. Picture
9. Deaf and Blindness
9.1. Simultaneous hearing and vision impairments
9.1.1. Helpful accommodations may include extra space for a guide dog, enlarged print or Braille resources, presence of an interpreter, reading machines or adjusted materials (Jordan 2001).
10. Deafness
10.1. Hearing impairment
10.1.1. To assist deaf students, speak slowly and clearly and allow for clear visual access to the mouth and face. Written assessments may be more beneficial than oral assessments. Make written notes of important points during lectures. (USD n.d.)
11. Hearing Impairment
11.1. A temporary or permanent loss or interruption of hearing
11.1.1. Accommodations for hearing impaired students mirror those for deaf students. Reduce background noise and arrange the classroom so that all students can see each other when speaking (USD n.d.)
12. Specific Learning Disability
12.1. A disorder that causes the inability to understand or use language or mathematical functions, such as dyslexia or aphasia (UCD n.d.)
12.1.1. Give students with a specific learning disability accommodations by allowing them to use specialized software, breaking tasks down into smaller steps to decrease confusion and allowing them more time for assessments (UCD n.d.)
12.1.1.1. I have a student with extreme hyperactivity; she is unable to sit still for more than one minute, and can rarely go more than 20-30 seconds without speaking. She is constantly moving or distracted by something else moving or interesting in the classroom. She needs one-on-one or very small group instruction, and frequent breaks for physical activity. We try to provide her with as constant supervision as possible, gently reminding her what the task on hand is and the next step in the activity. She is very interested in song and dance, therefore we try to incorporate these types of activities whenever possible to help her stay on task, and learn through a method that she enjoys.
13. Speech and Language Impairment
13.1. A communication impairment such as stuttering, impaired articulation, a language impairment, or a voice impairment.
13.1.1. Seat the student in a place in the classroom away from disruptive students and/or potentially stressful situations, as stress can often offset worsening of the speech impairment.
14. Visual Impairment, Including Blindness
14.1. A difficulty seeing, that even with correctional glasses or lenses still negatively affects student's academic performance
14.1.1. Provide students with large print texts, and try to give verbal instruction as much as possible. Make audio recordings of lessons or lectures for students to listen back on at home (UCD n.d.).