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This document provides a quick reference guide for classroom accommodations and differentiating instruction for various disabilities. It includes characteristics, instructional differentiation strategies, accommodations, and resources for visual impairments, specific learning disabilities, mild intellectual disabilities, emotional disturbances (internalizing or externalizing), and attention deficit hyperactivity disorder. The guide aims to inform teachers on how to best support students with disabilities in the classroom.
This document provides a quick reference guide for classroom accommodations and differentiating instruction for various disabilities. It includes characteristics, instructional differentiation strategies, accommodations, and resources for visual impairments, specific learning disabilities, mild intellectual disabilities, emotional disturbances (internalizing or externalizing), and attention deficit hyperactivity disorder. The guide aims to inform teachers on how to best support students with disabilities in the classroom.
This document provides a quick reference guide for classroom accommodations and differentiating instruction for various disabilities. It includes characteristics, instructional differentiation strategies, accommodations, and resources for visual impairments, specific learning disabilities, mild intellectual disabilities, emotional disturbances (internalizing or externalizing), and attention deficit hyperactivity disorder. The guide aims to inform teachers on how to best support students with disabilities in the classroom.
Disability Characteristics Choose 2 ways to differentiate Classroom Accommodations Resources
(4 or more) instruction and why it would (4 or more) (2 or more) work for this disability (2 or more) Example: 1.Poor visual acuity 1. Use of Assistive technology: 1. Provide audio-taping when 1. Teaching Visual 2.Visual field deficits Can be decided to fit the specific possible students with VI: Impairments 3.Eye movement needs of the student to provide 2. Verbal descriptions of visual http://www.teac (VI) abnormalities the student with visual aids or writing on whiteboard hingvisuallyimpai 4.Light/color reception interpretations of the 3. Seating arrangements that red.com impairments instruction. Examples: maximize learning 2. American 5.Abnormalities of visual magnifiers, CCTV, enlarged 4. Provide materials/lessons in Foundation for perception and brain books. alternate formats (such as the blind: function 2. Alteration in material: Present enlarged font) http://www.afb. the information in braille, large 5. Extended time org/default.aspx print, or on CD. Also using 6. E-text with tracking devices models that the student can touch can also be helpful in solidifying the content for students with VI. Some students with VI may need the information presented in a different way/format in order to grasp the concept. If a PowerPoint/or reading a chapter is not an option, the information will need to be adjusted in order to allow them access to the instruction. Specific Deficits in: 1. Structured environment: by 1. Provide graphic organizers 1. http://www.par Learning 1. short and long term providing students with a to visually represent content entcenterhub.or Disabilities memory highly structured 2. Provide notes from books, g/repository/ld/ (SLD) 2. Auditory environment, they will be lectures, etc. 2. Learning Name: Amber Portwood Semester/Year: Fall 2016 discrimination able to develop routines to 3. Provide manipulatives for disabilities 3. Organization manage their behavior and counting (beads, etc) assosciation of 4. Social perception set expectations 4. Provide calculators or georgia: 5. Conceptualization/re 2. Frequent progress checks: number lines on the desk http://ldag.org/ asoning progress checks allow 5. Provide story starters to help teachers to monitor student’s students generate ideas progress and remind them of what needs to be focused on now as well as what they will do next Mild 1. Cognitive 1. Provide demonstration: by 1. Provide graphic organizers 1. http://www.edu Intellectual development delays providing demonstration, with pictures cationcorner.co Delays (MID) 2. Significant learning students can see a hands-on 2. Allow use of a calculator m/mild- problems in many approach to how to solve a 3. Highlight important features intellectual- areas problem with a highlighter disability.html 3. Inability to 2. Provide routines: by 4. Provide cue cards with visual 2. http://www.brig discriminate relevant providing routines, students prompts hthubeducation. from irrelevant info are able to better manage 5. Allow for breaks com/special-ed- 4. Significant deficits in self-care tasks such as learning- two or more adaptive washing hands after using disorders/9689 behavior categories the bathroom 6-what-is-a- such as: 3. Co-teaching: having a co- mild- communication, self- teacher under the one intellectual- care, home living, teach/one support model disability/ social skills, etc. allows students to have one on one support when needed Emotional 1. outbursts 1. behavior management plan: 1. provide counseling services 1. http://www.par Disturbance 2. defiance clearly outlining expected 2. provide reinforcement for entcenterhub.or (ED) 3. verbal assault behaviors and rules good behavior g/repository/em Choose one: 4. restlessness minimizes potential 3. provide outlines and otionaldisturban *Internalizing 5. withdrawal disruptive behaviors organizers ce/ *Externalizing 1. structured environment: this 4. small group instruction 2. http://cherokee allows the student to adhere k12.net/wp- to their expectations and content/uploads avoid frustration that can /2016/07/Emoti lead to outbursts onal-and- Name: Amber Portwood Semester/Year: Fall 2016 Behavioral- Disability- Eligibility.pdf Attention 1. inability to focus for 2. structured environment: this 1. Breaks 1. https://www.ni Deficit appropriate amounts allows the student to have 2. Provide outlines to maintain mh.nih.gov/healt Hyperactivity of time minimized distractions and focus and guidance h/topics/attenti Disorder 2. careless mistakes on stay on task 3. Rewards for staying on on-deficit- (ADHD) schoolwork 3. Frequent progress checks: task/completing hyperactivity- 3. not following progress checks allow assignments disorder- directions teachers to monitor student’s 4. Provide behavior contract adhd/index.sht 4. inability to control progress and remind them of 5. Concrete list of rules and ml behaviors what needs to be focused on expectations along with 2. http://www.cha 5. excessive fidgeting now as well as what they will consequences dd.org/ and squirming in seat do next 3. Traumatic 1. physical disability 1. Assistive technology: 1. Extra time on assignments 1. http://www.trau Brain Injury 2. cognitive processing depending on the degree of 2. Graphic organizers maticbraininjury (TBI) deficits impairment, technology can 3. Color coding .com/ 3. language skill deficits be used to assist in 4. Mnemonic devices 2. http://www.bia 4. behavioral/emotiona movement, mobility, oregon.org/doce l conduct deficits communication, etc. tc/Resources/ch (severity of all 2. Peer assistance: the use of a ildren/teaching.s dependent on injury) peer to help assist in trategies.for.stud activities that would ents.with.brain.i otherwise be difficult to njuries.pdf complete due to impairments Autism 1. difficulty relating to 1. provide predictable routines: 1. visual cues 1. https://www.au Spectrum others routines help students with 2. graphic organizers tismspeaks.org/r Disorder (ASD) 2. unusual reactions to ASD better understand 3. minimize sensory stimuli esource/aspire- events expectations for behavior 4. guided notes autism- 3. abnormal responses within routines spectrum- to sensations 2. implementing a first/then instructional- 4. self-stimulation schedule: this allows the resources 5. self-injurious student to do a preferred 2. http://www.lear behaviors task after first completing nnc.org/lp/editi the non-preferred task ons/every- learner/6692 Name: Amber Portwood Semester/Year: Fall 2016 Hearing 1. loss of hearing 1. assistive technology: the use 1. Repeat questions and 1. http://www.ferr Impairment 2. decreased hearing of amplification devices answers from other students is.edu/htmls/col 3. difficulty discerning during lecture allows the 2. Provide handouts leges/university words (misinterpret) student to hear the teacher 3. Provide all instructions in /disability/facult 4. difficulty with speech and classmates written format y- 5. delays in language 2. Alter Materials: presenting 4. Do not speak with back to staff/classroom- skills information in a visual student issues/hearing/ format such as powerpoint hearing- presentations and captions strategy.htm on videos allows the student 2. http://www.proj to succeed ectidealonline.or g/v/hearing- impairments/ Communicatio 1. stuttering 1. assistive technology: the use 1. give longer time for student 1. http://do2learn. n Impairments 2. speech impairment of gestures, manual signs, to answer questions out loud com/disabilities (CI) 3. language impairment objects, picture notebooks, 2. allow use of pictures to /Characteristics 4. improper and communication devices communicate needs AndStrategies/S pronunciation of allow students to 3. small group activities peechLanguageI words communicate when unable to 4. promotion of positive mpairment_Strat 2. peer assistance: small groups environment egies.html and one-on-one teaming 5. allow use of written 2. http://www.ses allows the student’s peers to communication to answer d.info/inclusion model appropriate speech questions %20site/disabili and may be less intimidating ties%20teaching to self-conscious students %20strategies/C ommunication% 20Disorders/co mmunication%2 0disorders%20s trategies.htm Physical 1. mild to severe 1. Assistive technology: 1. Position students to 1. http://cerebralp Impairments uncoordinated assistance with posture, maximize range of motion alsyresource.we (PI) movement hand and arm use, mobility, 2. Arrange classroom to allow ebly.com/teachi Choose one: 2. inability to complete motor coordination, etc. for mobility ng- *Cerebral daily activities in 2. Peer Assistance: the use of a 3. Shorten assignments to avoid strategies.html Palsy severe cases peer or teacher to aid in fatigue 2. http://www.cer Name: Amber Portwood Semester/Year: Fall 2016 3. poor balance activities that require 4. Alter physical activities to be ebralpalsyworld. 4. one or more limbs movement that the student is performed on the computer com/cp_educatio affected unable to perform (manually n.aspx sharpening a pencil) Other Health 1. recurrent seizures 1. Use of a person: teachers 1. Have emergency procedure 1. https://www.epi Impairments 2. loss of consciousness should be well informed on ready for incidents lepsy.com/sites/ (OHI) or altered the student’s condition to 2. Have students remain calm core/files/atoms Choose one: consciousness properly take care of them in 3. Allow student to rest after /files/IDEA%20 *Epilepsy 3. absent stares case of an incident, peers, incidence 6-24-14.pdf 4. rhythmic jerking nurses, etc may also assist 4. Know referral information if 2. http://edmedkid motion 2. Alter materials: avoid any necessary s.arizona.edu/co materials or presentations ntent/education that could trigger a seizure al-implications-1 Intellectual 1. developmental delay 1. Teaching a functional 1. Hands on activities 1. https://us.corwi Delays (MOID 2. comorbidities such curriculum: students with 2. Small group work n.com/en- & SID) as sensory, physical, MOID and SID require a 3. Visual cues us/nam/academ and health functional curriculum to 4. Material modifications ic-instruction- impairments benefit them the most in for-students- 3. deficits in daily life with-moderate- generalization, 2. Person assistance: the use of and-severe- memory ability, co-teaching, or a teachers aid intellectual- attention to work solely with the disabilities-in- 4. inability to student to focus on their inclusive communicate functional tasks 2. http://ceedar.ed effectively ucation.ufl.edu/ wp- content/uploads /2014/09/IC- 3_FINAL_03-03- 15.pdf Gifted and 1. unusual capacity for 1. Curriculum compacting: by 1. Provide opportunities for 1. https://www.na Talented memory curriculum compacting, discussion gc.org/resources 2. extensive vocabulary teachers allow students to 2. Challenge students to think - 3. argumentativeness move at a faster pace and deeper publications/gift 4. an awareness for avoid doing what they have 3. Provide stimulating content ed-education- detail already mastered 4. Diversity of material practices/what- Name: Amber Portwood Semester/Year: Fall 2016 5. extraordinary degree 2. Independent study projects: presented it-means-teach- of intellectual students are allowed to gifted-learners- curiosity develop a project, gifted well students being encouraged to 2. https://www.ed dive deeper into content they utopia.org/blog/ wouldn’t otherwise learn in gifted-students- general education general-ed- classrooms- elissa-brown