IDEA Disability Categories and Teaching Strategies
by Mary-Ellen Carnahan
1. Orthopaedic Disability
1.1. COLLABORATION
1.1.1. COMMUNICATE with professionals and family
1.1.2. Consider MEDICAL NEEDS of student when planning instruction/activities
1.2. ACCOMMODATION
1.2.1. Explore ASSISTIVE TECHNOLOGY to enhance learning and expressing
1.2.2. REMOVE BARRIERS to learning, participation and achievement
1.3. MOBILITY
1.3.1. Provide SEATING and MOBILITY to suit needs of student
2. Autism
2.1. STRUCTURE
2.1.1. Have QUIET space
2.1.2. CONSISTENT classroom schedule
2.1.3. STEP by STEP instructions
2.1.3.1. Use verbal, physical, visual cues
2.2. CONSISTENT
2.2.1. CONSISTENT classroom routines
2.2.1.1. REASSURE student
2.2.1.2. PREPARE student for any changes, be clear and consistent
2.2.2. POSITIVE feedback
2.2.3. Lots of OPPORTUNITIES to PRACTICE
2.2.4. Provide opportunities for SOCIAL INTERACTION and COLLABORATION
2.2.4.1. Look for good PEER MODELS
2.2.5. COMMUNICATE with family and professionals
2.3. SPECIFIC
2.3.1. CLEAR and SPECIFIC instructions and feedback
2.3.2. ADJUST communication
2.3.2.1. student may have decreased ability to interpret facial expressions, tone of voice
3. Deaf Blindness
3.1. ENVIORNMENT
3.1.1. Reduce visual and auditory distractions for those with limited visual and hearing
3.1.2. Offer EXTENDED RESPONSE times
3.2. EXPLORATION
3.2.1. BUILD exploration and touch into teaching
3.2.2. Use ASSISTIVE TECHNOLOGY such as speech to text, adjustable type to increase communication and learning
3.3. INTERACTION
3.3.1. Create opportunities for students to INTERACT and COLLABORATE with other students
3.3.2. COMMUNICATE with families and professionals
4. Deafness
4.1. MULTISENSORY
4.1.1. Tap into ALL of student's SENSES
4.2. ACCESS
4.2.1. CLASS POSITION
4.2.1.1. Allow for lip reading
4.2.1.2. Up front close to instruction and teaching tools
4.2.2. LOOK at student as much as possible
4.2.3. Regular speech, language, auditory and training by specialist
4.3. TOOLS
4.3.1. Use VISUAL AIDS
4.3.1.1. May have notetaker or interpreter who uses sign language
4.3.2. Use of AMPLIFICATION devices
4.3.3. Use of CAPTIONED videos/films
5. Developmental Delay
5.1. COMMUNICATE
5.1.1. with parents and professionals
5.2. ENGAGE
5.2.1. MULTIPLE LEARNING STRATEGIES
5.2.1.1. Success in small tasks
5.2.1.2. Use strategies that build on students strengths
5.2.2. ENGAGE students in discussions, ask for opinions, give TIME to respond
5.3. EXPERENTIAL
5.3.1. HANDS ON learning
5.3.1.1. Use of manipulatives ie alphabet tiles, plastic shapes, blocks, help to reinforce specific concepts and skills
5.3.2. SEATING ARRANGEMENTS
5.3.2.1. decrease distractions, best if own desk or with buddy who can assist to keep student on track
5.4. CONSISTENT
5.4.1. Establish CONSISTENT routines and procedures in classroom
5.4.1.1. Structure and predictability beneficial
6. Hearing Impairment
6.1. MULTISENSORY
6.1.1. Tap into ALL of student's SENSES
6.2. TOOLS
6.2.1. Use VISUAL AIDS
6.2.1.1. May have notetaker or interpreter who uses sign language
6.2.2. Use of CAPTIONED films/videos
6.2.3. Use of AMPLIFICATION devices
6.3. ACCESS
6.3.1. CLASS POSITION
6.3.1.1. allow for lip reading
6.3.1.2. upfront, close to instruction and teaching tools
6.3.2. LOOK at students as much as possible
7. Intellectual Disability
7.1. COMMUNICATE
7.1.1. With family and professionals
7.2. DEMONSTRATE
7.2.1. Be SPECIFIC and CONCRETE in communication
7.2.2. DEMONSTRATE and MODEL tasks and instructions
7.3. EXPERIENCE
7.3.1. Emphasize EXPERIENTIAL, HANDS ON learning
7.3.2. Provide lots of POSITIVE FEEDBACK
7.3.3. Break tasks down to MANAGEABLE CHUNKS
7.4. PRACTICE
7.4.1. Provide opportunities for REPEATED practice
8. Multiple Disability
8.1. COMMUNICATE and PLAN
8.1.1. with multiple professionals involved with child - parents, PT, OT, SLP, teachers, support staff etc
8.2. IDENTIFY
8.2.1. Step wise learning strategies
8.2.2. Specific timelines
8.2.3. Specific objectives
8.3. KNOW
8.3.1. resources and supports required with student success
8.4. PEER TUTORING
8.5. ASSISTIVE TECHNOLOGIES
8.5.1. Mobility, seating, positioning
8.5.2. Augmentive Communication devices
8.5.3. Adaptive tools ie pencil grips, cups, spoons, etc with specialized grips for ADLs
8.5.4. Environmental controls
8.5.5. Visual aids
8.5.6. Computer access and specialized software
9. Other Health Impairments
9.1. ENGAGE
9.1.1. Plan ways to keep student ENGAGED during long term ABSENCES
9.1.2. LEARN as much as possible about student's condition/impairments
9.1.3. Break down complex activities to MANAGEABLE STEPS
9.1.4. Consider and plan for students HEALTH NEEDS around school activities outside of classroom
9.2. FLEXIBLE
9.2.1. Provide more TIME
9.2.1.1. To transition from one activity to the next
9.2.1.2. To complete tasks
9.2.2. Teach ORGANIZATIONAL skills
9.3. COMMUNICATE
9.3.1. With family and professionals
10. Specific Learning Disability
10.1. COMMUNICATE with family and professionals re strategies and to share information
10.2. MULTISENSORY
10.2.1. Provide MULTISENSORY instruction and assessment
10.2.2. Provide POSITIVE feedback
10.3. EXPERIENTIAL
10.3.1. Plan HANDS ON learning experiences
10.3.2. Provide REPEATED OPPORTUNITIES to practice
10.4. ACCOMMODATION
10.4.1. Consider relevant ASSISTIVE TECHNOLOGY and other ACCOMMODATIONS
10.4.2. Offer support around ORGANIZATIONAL sills
11. Speech or Language Impairment
11.1. MODELLING
11.1.1. Model correct speech
11.1.2. Teach new vocabulary in context
11.1.3. Use MULTISENSORY instruction
11.2. PRACTICE
11.2.1. Provide lots of time and practice for new language skills
11.3. SUPPORTS
11.3.1. Provide necessary ACCOMMODATIONS
11.3.2. COMMUNICATE with family and professionals
12. Traumatic Brain Injury
12.1. FOCUS
12.1.1. REDUCE distractions
12.2. CONSISTENT
12.2.1. CONSISTENT classroom routines, schedules
12.2.2. COMMUNICATE with family and professionals
12.3. PRACTICE
12.3.1. EXTRA TIME to practice new skills and complete tasks
12.3.2. Offer MULTIPLE WAYS of learning new skills and information
13. Visual Impairment including Blindess
13.1. VERBALLY and SPECIFICALLY NARRATE happenings in classroom so student feels included
13.2. COMMUNICATE with professionals and family
13.3. ADAPT activities to promote INDEPENDENCE
13.4. Provide MULTISENSORY, TACTILE and EXPERIENTIAL learning experiences
13.5. Explore and use ASSISTIVE TECHNOLOGY and ACCOMMODATIONS ie text to speech software and software to access tablets
14. Emotional Disturbance
14.1. CONSISTENT
14.1.1. CLEAR and CONSISTENT classroom routines, behaviour management
14.1.2. Vigilant about bullying, teasing etc.
14.2. EXPECTATIONS
14.2.1. CLEAR and CONSISTENT expectations and behaviour management
14.2.2. COMMUNICATE with family and professionals
14.3. ENGAGE
14.3.1. KNOW child, not just behaviour
14.3.2. Build RAPPORT
14.3.3. Build ENGAGEMENT
14.3.4. Tap into STRENGTHS and INTERESTS of student
14.3.5. Create environment for student SUCCESS