Intervention Strategies sorted by disability type

1. Visual Impairment

1.1. Students must learn strategies to personally cope with a lack of sight, such as making audio notes/braille.

1.2. Try to reduce noise distractions

1.3. Offer plenty of examples(particularly using real world situations, as role plays can be difficult to understand), helping the student figure out what works best for them.

2. Traumatic Brain Injury

2.1. Long/Short term memory loss, motor skills loss, depression/aggression management.

2.2. Focus on motor skills at first and encouragement when tasks are completed.

3. Speech or Language Impairment

3.1. Develop partners who can work together with similar issues

3.2. Use visual cues to aid student progress

3.3. Include interaction with others as a way to counteract any issues

3.4. Case study on students with SLI: https://www.thecommunicationtrust.org.uk/media/13577/case_studies_report_-_final__june_2010.pdf

4. Specific Learning Disability

4.1. Structure the classroom environment

4.2. Mix activities they excel in and activities they struggle with

4.3. Try to intervene with these students as quickly as possible to help them develop strategies so adaptation can become less of a social stigma

4.4. Case study on Dyslexia: http://stage.fcrr.org/publications/publicationspdffiles/Snowling_chapter.pdf

4.5. Case study on ADHD: http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf

5. Other Health Impairment

5.1. Keep their physical limits in mind when planning activities

5.2. Board activities and be clear about learning expectations

5.3. Encourage social interaction

6. Orthopedic Impairment

6.1. Plan activities around things all students can do

6.2. Ensure that there's enough space for students to move freely within their abilities

6.3. If providing therapy, give time to help with both fine and major motor skill activities

7. Multiple Disabilities

7.1. Make sure physical and emotional therapy is being done

7.2. Ensure that students have learning material that matches their abilities

7.3. Ensure that services are provided

8. Autism - developmental, affects verbal and nonverbal communication and social interaction.

8.1. Dealing with Autism:

8.1.1. Use pictures and examples

8.1.2. Use motivation tools based on interests, like visuals.

8.1.3. Avoid visual and audio distractions

9. Deaf-Blindness

9.1. Educating best practices

9.1.1. Students need to be put in charge of learning strategies

9.1.2. Lots of extra time

9.1.3. Focus is normal social interactions

9.1.4. Make sure all reactions are real and unscripted

10. Deafness and Hearing Impairment - Student cannot hear or may have trouble hearing

10.1. Hearing Aids, Sign Language, and Lip Reading are helpful tools.

10.2. Make sure student can see and try to maintain focus, and use media to approach teaching. Make sure to enunciate very clearly for lip readers.

11. Developmental Delay - Students don't show the same abilities as others their age. This could be speech, motor skills, social skills, or cognitive delay.

11.1. Schedule the day clearly on the board

11.2. Alternate more and less "fun" activities so students can maintain focus

11.3. Directions and learning expectations must be very clear.

11.4. http://academic.csuohio.edu/pershey_m/josepharticle.pdf - Teaching writing to students with intellectual disabilities

12. Emotional Disturbance - Students may become agitated or upset during class very easily

12.1. Board Class expectations and schedule

12.2. Use Chunking to separate the class

12.3. Have the student plan his or her interactions

12.4. http://cecp.air.org/aft_nea.pdf

13. Intellectual Disability

13.1. Make sure curriculum meets students' needs and adapt if necessary

13.2. Work with a parent to discuss goals for learning and have them help outside the calssroom

13.3. Involve other students to encourage social behavior