Names Key Indicators Diagnostic Tests Effective Instruction

Intellectual Disabilities Delayed development - diagnosed through IEP-

in cognitive, the use of
language, motor skills standardized tests of
-Difficulty in intelligence (testing a
generalized skills persons I.Q.)
-Poor social skills- -adaptive behavior
impulsivity, low
frustration tolerance,
aggression, low-self
esteem
-Health problems
such as seizures;
visual, auditory, and
cardiovascular
problems -

Developmental Disabilities -may have trouble -develops slower -may need therapy or extra help
developing normally than the average when learning how to do
-may not be able to child something
walk at the age of
three
-may have trouble
learning how to hold
a pencil and write, or
how to stand or walk

Learning Disabilities - Writing disorders: -Academic -Academic achievement testing

misspelling, achievement testing -Students development on social
grammatical errors, -Students and education
and poor organization development on
of thought social and education
- Handwriting
-Reading
problems:frequent
omissions, loss of
place on page,
skipping lines
-Language-based
disorder: poor
listening, poor
memory
- Thinking disorder:
impaired disability to
makes decisions and
choices, lack of focus
 and motivation, poor
test performance

Emotional/ Behavioral -Inability to learn -functional behavioral one on one therapy on a regular
Disorders cannot be explained assessments basis
by intellectual, -try to make them feel confident
sensory, or health with whatever they are doing
factors. -try and connect with the child at
-Not able to keep home the best you can-
interpersonal
relationships with
peers and teachers.
- Inappropriate types
of behavior or
feelings under normal
circumstances.
-Moods of immaturity,
negativity,
unhappiness,
anxiousness,
frustration, or
depression

-affects verbal and -specially trained -need for consistent and specific
nonverbal physicians and behavior intervention plans
communication and psychologists -need for visual representations
social interaction administer autism- instead of verbal directions
-marked impairment specific behavioral
in reciprocal social evaluations.
interaction
-resistance to change
-giftedness

Communication Disorders -stuttering, impaired -speech-language -student may need more positive
articulation, pathology test reinforcement, help of a speech
language, impairment therapist, more wait time,
or a voice impairment -Patient/client/student reduced anxiety
-quality, volume, or and family interview
pitch of voice is
inappropriate or -Review of auditory,
abnormal visual, motor, and
-interruptions of cognitive status
natural, smooth flow -Standardized and/or
of speech with non-standardized
inappropriate pauses, measures of specific
hesitations, or aspects of speech,
repetitions spoken and non-
-abnormal spoken language,
hoarseness, cognitive-
 breathiness, or communication, and
nasality swallowing function,
-omission of certain including
sounds, word observations and
endings consistently analysis of work
dropped, samples
substitutions of one
sound for another

Hearing loss or Deafness -Misidentification of -see a ears nose and -Possible need for
letters words and throat doctor audiologist,speech pathologist,
phrases -take multiple hearing more visual cues, hearing aid
-Defective speech, tests devices, special seating.
minimal expressive
vocabulary, weak or
loud voice, and
inadequate language
skills.
-Not known sources
of sounds or
environmental
sounds
-Over attentiveness
to lips,facial
expressions, and
gestures.
Low Vision or Blindness -pain such as -take multiple eye -need for special seating
headaches, swollen exams including low arrangements, large print,
or red-rimmed eyes vision eye tests adjustments with lighting, Braille,
-out-of-the-ordinary Zoom text software
reading behaviors-
frowning, excessive
blinking, covering an
eye, holding body
tense
-delays and
limitations in motor,
cognitive, and social
development
-dysfunction of eye
muscles (crossed
eyes, rapid eye
movement, bulging
eyes)

Attention Deficit -Fails to finish tasks, -Interviews with the -May have to take medication to
(ADD)/Hyperactivity Disorder does not seem to parents, relatives, handle getting off hand
(ADHD) listen, is easily teachers, or other adults
distracted, has -Personally watching the
difficulty child or adult
concentrating, is -Questionnaires or rating
disorganized scales that measure
-Forgetfulness symptoms of ADHD
-Acts before thinking -Psychological tests
-Runs and climbs
excessively