1. Emotional Disturbance (ED)
1.1. Sub-Categories
1.1.1. Anxiety disorders
1.1.2. Bipolar disorder
1.1.3. Conduct disorders
1.1.4. Eating disorders
1.1.5. Obsessive-compulsive disorder (OCD)
1.1.6. Psychotic disorders
1.2. Characteristics
1.2.1. Hyperactivity (short attention span, impulsiveness)
1.2.2. Withdrawal (not interacting socially with others, excessive fear or anxiety)
1.2.3. Immaturity (inappropriate crying, temper tantrums, poor coping skills)
1.2.4. Aggression or self-injurious behavior (acting out, fighting)
1.2.5. Learning difficulties (academically performing below grade level)
1.3. Intervention Strategies
1.3.1. Keep the classroom organized
1.3.2. Let the student use checklists to monitor their progress
1.3.3. Ask student about their strengths and weaknesses
1.3.4. Use visual aids to help students label their emotions
1.3.5. Be aware of students fears, medications and signs of escalation
1.4. Assistive Technology
1.4.1. Graphic organizers & devices that provide visual or auditory prompts
1.4.2. Video games consoles or other online educational games
1.4.3. Textual or auditory presentations
2. Autism
2.1. Sub-Categories
2.1.1. Autism
2.1.2. Asperger syndrome
2.1.3. Rett syndrome
2.1.4. Childhood disintegrative disorder
2.1.5. Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS).
2.2. Characteristics
2.2.1. Communication problems (for example, with the use or comprehension of language)
2.2.2. Difficulty relating to people, things, and events
2.2.3. Playing with toys and objects in unusual ways
2.2.4. Difficulty adjusting to changes in routine or to familiar surroundings
2.2.5. Repetitive body movements or behaviors.
2.3. Intervention Stratgies
2.3.1. Have a set routine visible if possible
2.3.2. Give clear and concise language
2.3.3. Be aware of sounds that may disturb the student
2.3.4. Give the student extra time to respond to questions or directions
2.3.5. Provide a space the child can go when they are overstimulated or overwhelmed
2.4. Assistive Tecnology
2.4.1. Video
2.4.2. Computers
2.4.3. AppyAutism
2.5. Case Study
3. Deaf-blindness
3.1. Intervention Strategies
3.1.1. Touch cues
3.1.2. Picture and object symbols
3.1.3. Seat the student near the teacher or activity
3.1.4. Small group discussions and activities
3.1.5. Use audiovisual materials
3.2. Assistive Technology
4. Deafness
4.1. Characteristics
4.1.1. Does not respond consistently to sounds or to his or her own name
4.1.2. Asks for things to be repeated or often says “huh?”
4.1.3. Is delayed in developing speech or has unclear speech
4.1.4. Turns the volume up loud on the TV and other electronic devices.
4.2. Sub-Categories
4.2.1. Congenital
4.2.2. Aquired
4.3. Intervention Strategies
4.3.1. Have students sit closer to the teacher
4.3.2. Look directly at the student
4.3.3. Do not exaggerate your lip movements or shout
4.3.4. During group interation and discussion a circle is the best seating arrangement
4.3.5. Clearly identify who is speaking or asking a question
4.4. Assistive Technology
4.4.1. Captioning
4.4.2. Computers
4.5. Case Study
5. Hearing Impairment
5.1. Sub-Categories
5.1.1. Conductive
5.1.2. Sensorineural
5.1.3. Mixed
5.1.4. Central
5.2. Characteristics
5.2.1. Does not respond consistently to sounds or to his or her own name
5.2.2. Asks for things to be repeated or often says “huh?”
5.2.3. Is delayed in developing speech or has unclear speech
5.2.4. Turns the volume up loud on the TV and other electronic devices.
5.3. Intervention Strategies
5.3.1. Give the student a swivel chair to follow the teachers movements
5.3.2. Reduce noise and reverberations
5.3.3. Use flashing lights as well as bells for schedules and emergencies
5.3.4. Increase the number of practice examples before assigning work
5.3.5. Have group activities for deaf and hearing students to work together
5.4. Assistive Technology
5.4.1. Personal hearing devices
5.4.2. Sound Amplifications
5.4.3. Interpretype devices
5.4.4. Captioning when available and possible
5.4.5. Specialized flashing lights for schedules and alarms
6. Intellectual Disabilities
6.1. Sub-Categories
6.1.1. Mild
6.1.2. Moderate
6.1.3. Severe
6.1.4. Profound
6.1.5. Unspecified
6.2. Characteristics
6.2.1. Sit up, crawl, or walk later than other children
6.2.2. Learn to talk later, or have trouble speaking,
6.2.3. Find it hard to remember things
6.2.4. Not understand how to pay for things
6.2.5. Have trouble understanding social rules
6.2.6. Have trouble seeing the consequences of their actions
6.2.7. Have trouble solving problems
6.2.8. Have trouble thinking logically.
6.3. Intervention Strategies
6.3.1. Allow students a quite place to work without distractions
6.3.2. Reuse learned concepts as much as possible to improve retention
6.3.3. Implement learning activities that allow students to interact with the lesson
6.3.4. Break down learning tasks into small steps
6.3.5. Implement a hands-on approach
6.3.6. Utilize visual aids when possible
6.4. Assistive Technology
7. Visual Impairment
7.1. Sub-Categories
7.1.1. Strabismus
7.1.2. Congenital cataracts
7.1.3. Retinopathy
7.1.4. Retinitis pigmentosa
7.1.5. Coloboma
7.1.6. Optic nerve hypoplasia
7.1.7. Cortical visual impairment
7.2. Characteristics
7.2.1. Eyes that don’t move together when following an object or a face
7.2.2. Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or up and down, or eyes that do not seem to focus
7.2.3. Eyes that bulge, dance, or bounce in rapid rhythmic movements
7.2.4. Pupils that are unequal in size or that appear white instead of black
7.2.5. Repeated shutting or covering of one eye (as noticed with Julian)
7.2.6. Unusual degree of clumsiness, such as frequent bumping into things or knocking things over
7.2.7. Frequent squinting, blinking, eye-rubbing, or face crunching, especially when there’s no bright light present
7.2.8. Sitting too close to the TV or holding toys and books too close to the face
7.2.9. Avoiding tasks and activities that require good vision
7.3. Intervention Strategies
7.3.1. Seat the student near the backboard or screen
7.3.2. Provide the student with your materials so they can read or copy from it
7.3.3. Do not use red ink
7.3.4. Avoid glares in the classroom
7.3.5. Use contrasting colors whenever possible
7.3.6. Large printed text or braille text
7.4. Assistive Technology
7.4.1. Screen Magnification software
7.4.2. Braille technology like a translator or printer
7.4.3. Communication boards
8. Specific Learning Disability
8.1. Sub-Categories
8.1.1. Dyslexia
8.1.2. Dysgraphia
8.1.3. Dyscalculia
8.1.4. Dyspraxia
8.2. Intervention Strategies
8.2.1. Provide in large print
8.2.2. Provide a designated reader
8.2.3. Present instructions orally
8.2.4. Allow for verbal responses
8.2.5. Allow the use of a tape recorder to capture responses
8.2.6. Permit responses to be given via computer
8.2.7. Extend allotted time for a test
8.3. Assistive Technology
8.3.1. Audio Recorders
8.3.2. Reading pens
9. Developmental Delay
9.1. Sub-Categories
9.1.1. Physical development (fine motor skills, gross motor skills)
9.1.2. Cognitive development (intellectual abilities)
9.1.3. Communication development (speech and language)
9.1.4. Social or emotional development (social skills, emotional control)
9.1.5. Adaptive development (self-care skills)
9.2. Intervention Strategies
9.2.1. Plan physical activities for when the student has the most energy
9.2.2. Demonstrate what you want the student to do rather than only providing verbal instructions
9.2.3. Paraphrase what the student has said back to them
9.2.4. Use words to describe feelings and experiences rather than sounds or actions
9.2.5. Teach students the ability to give their personal information when asked
9.3. Assistive Technology
9.3.1. Cognitive training software
9.3.2. Memory aids
9.4. Case Study
10. Multiple Disabilities
10.1. Causes
10.1.1. Chromosomal abnormalities
10.1.2. Premature birth
10.1.3. Difficulties after birth
10.1.4. Poor development of the brain or spinal cord
10.1.5. Infections
10.1.6. Genetic disorders
10.1.7. Injuries from accidents
10.2. Need to Know
10.2.1. Which individual disabilities are involved
10.2.2. How severe (or moderate or mild) each disability is
10.2.3. How each disability can affect learning and daily living.
10.3. Intervention Strategies
10.3.1. Use modifications related to the child's specific disabilities. Take into account the combined effects of the disabilities on the student's ability to participate
10.3.2. Writing - using adapted materials (large grip pencils), have a peer write for the student, have the student present material in another form (orally)
10.3.3. Reading - Use audio books, books on the computer (pages turn by activating a switch)
10.3.4. Computer - Use a switch to navigate programs.
10.4. Assistive Technology
10.4.1. Switch Operated Technology
10.4.2. Alternative and Augmented Communication Systems
11. Orthopedic Disabilities
11.1. Sub-Categories
11.1.1. Bone Disease
11.1.2. Cerebral Palsy
11.1.3. Muscular Dystrophy
11.1.4. Scoliosis
11.1.5. Spinal Cord Injury
11.1.6. Brachial Plexus/Erb's Palsy
11.1.7. Hydrocephalus
11.1.8. Poliomyelitis
11.1.9. Spina Bifida
11.1.10. Spinal Muscular Atrophies
11.2. Intervention Strategies
11.2.1. Seating arrangements catered to the students needs and to develop useful posture and movements
11.2.2. Activities that focus on gross and find motor skills
11.2.3. Awareness of the students level of vitality and plan the most high energy activities when they are likely to have the most energy
11.2.4. Make books, multimedia or information on disabilities available to other students so they can learn about the students needs as well
11.2.5. Ask the student to tell you when they need assistance
11.2.6. Rather than talking down to the student kneel or bend down so you are at eye level
11.3. Assistive Technology
11.3.1. Speech recognition software
11.3.2. Using multimedia the student can access on their own time
11.3.3. Alternative communication devices like communication boards, text messaging or voice recorders
11.3.4. Word prediction, screen reading, and academic software
12. Other Health Impairment
12.1. Sub-Categories
12.1.1. ADD and AH/HD
12.1.2. Diabetes
12.1.3. Leukemia
12.1.4. Tourette syndrome
12.1.5. Other Health Impairments
12.2. Intervention Strategies
12.2.1. Flexible time limits
12.2.2. Freedom to use bathroom or drinking fountain as needed
12.2.3. Frequent breaks
12.2.4. Alternative assignments when absent frequently
12.2.5. Utilizing the school nurse and social worker in IEP process
12.3. Assistive Technology
12.3.1. Electronic organizers & software for outlining and organization of ideas
12.3.2. Audio reminders for assignments, schedules or tasks and meetings
12.3.3. Recorded materials, audio books, video recordings of lectures
13. Speech or Language Impairment
13.1. Sub-Categories
13.1.1. Articulation
13.1.2. Fluency
13.1.3. Voice
13.1.4. Language
13.2. Characterisitics
13.2.1. Improper use of words and their meanings
13.2.2. Inability to express ideas
13.2.3. Inappropriate grammatical patterns
13.2.4. Reduced vocabulary
13.2.5. Inability to follow directions
13.3. Intervention Strategies
13.3.1. If you do not understand what is being said, don't pretend that you do. Let the student know you don't understand and to repeat themselves
13.3.2. Encourage participation, but do not require the student with difficulties to speak in front of the class
13.3.3. Let the student respond in writing and have a fellow student read it
13.3.4. Teach other class members to use communication devices with the student
13.4. Assistive Technology
13.4.1. Computers with an LED display or printer
13.4.2. Voice synthesizer
13.4.3. Multimedia and props
14. Traumatic Brain Injury
14.1. Sub-Categories
14.1.1. Concussion
14.1.2. Contusion
14.1.3. Coup-Contrecoup
14.1.4. Diffuse Axonal
14.1.5. Penetration
14.2. Characteristics
14.2.1. Physical disabilities: Individuals with TBI may have problems speaking, seeing, hearing, and using their other senses.
14.2.2. Difficulties with thinking: long and short term memory, focus, judgement
14.2.3. Social, behavioral, or emotional problems: These difficulties may include sudden changes in mood, anxiety, and depression.
14.3. Intervention Strategies
14.3.1. Allow additional time to complete in-class assignments
14.3.2. Provide student with instructor’s notes or help student obtain quality notes from other students
14.3.3. Allow use of a portable computer with spelling and grammar checks for assignments and note-taking
14.3.4. Provide preferential seating at or near the front of the classroom
14.3.5. Reduce quantity of work required, in favor of quality
14.3.6. Avoid placing student in high pressure situations (for example: short time frames, extensive volume of work; highly competitive)
14.3.7. Exempt student from reading aloud in front of classmates because of impaired reading skills
14.4. Assistive Technology
14.4.1. Wheelchairs, scooters, and walkers help with mobility and increase independence
14.4.2. Voice recognition programs and screen enlargement programs
14.4.3. Education and work aids such as automatic page turners, book holders, and adapted pencil grips