Exceptionalities

This presentation will include...

• Exceptionality Name & Acronym & definition
• How it manifests itself in the classroom
• Strategies for meeting the needs of these students in a general education setting

ELL

• English Language Learners: Students whose home language is not English and has no English proficiency.
• ELL students are often misidentified as having other special needs.
• - Use of teaching with scaffolding to increase students' understanding. -Adjust speech while teaching (slower & clearer & repeat as necessary)

DCD/ID

• Developmental Cognitive Disability: Intellectual functioning is significantly below average and includes deficits in adaptive behavior. Intellectual Disability: Significant limitations in adaptive behavior and intellectual functioning.
• Students often have trouble focusing, lack of motivation, and struggle in math and reading.

DCD/ID

• Review specific social skills with students.
• Structure the task so that each student may contribute regardless of ability.

SLD

• Specific Learning Disabilities: Disorder in one or more basic psychological process involved in understanding or using language.
• Hyperactive, poor motor skills, social & emotional challenges, and attention disorders.
• -Be accommodating of frustrated students. -give choices &clear goals.

ADHD

• Attention Deficit Hyperactivity Disorder: persistent inattention that interferes with daily functioning.
• Males may be disruptive and females may be withdrawn.
• -Provide clear rules and consequences. -Pair students; use of "study buddy"

E/BD

• Emotional/BehavioralDisorders: Chronic behaviors that differ from age norms and affect educational performance.
• May be externalized (disruptive) or internalized (anxiety, withdrawn)
• -Keep class rules simple & clear. -Reward positive behavior.

ASD

• Autism Spectrum Disorder: Deficits in social interaction and communication.
• Students may have difficulties with social relationships, communication, and restricted interests.
• -Allow for sensory breaks. -Provide transition warnings.

S/L

• Speech/language/ communication Disorders: Communication difficulties not as a direct result of other disabilities.
• Students may have limited vocabulary, difficulty formulating questions, or incorrect grammar.
• -Use simple, clear directions. -Review previously learned material.

D/HH

• Deaf: Sense of hearing is nonfunctional for daily life. Hard of Hearing: Person with a hearing loss who still has function of the auditory channel with hearing aid.
• The majority of D/HH students are placed in the general classroom.
• - Seat the student away from distracting noises - Clear directions

BVI

• Blind/Visual Impairments: Impairment of vision that adversely affects educational performance.
• Student may turn head unusually, have frequent eye pain, or poor grades.
• -Use assistive technology. -Use large print materials and tests.

OHD/PI

• Other Health Disabilities: A range of chronic health conditions that may affect the ability to function at school. Physical Impairments: Physical impairment that may affect physical or academic functioning.
• Includes Asthma, Diabetes, ADD/ADHD, Cerebral Palsy, Spina Bifida, and many more.

OHD/PI

• Understand the specific needs of each student
• Provide study outlines, repetition, and frequent feedback.

G/T

• Gifted and Talented Youth: Outstanding abilities, requiring challenging educational programs.
• Students demonstrate creativity, leadership, and talent
• -Provide multiple assignments -Require assignments with high levels of critical thinking and permit a range of responses.