Positive Characteristics, Challenges, and Instructional Strategies

High Incidence Disabilities Positive Characteristics, Challenges, and Instructional Strategies

Specific Learning Disability Positive Characteristics Challenges  May utilize auditory or kinesthetic/tactile to support instruction  May see letters and numbers in different positions  May increase understanding with the accompaniment of verbal, written, and  May confuse left-right visual instructions and cues  May have difficulty distinguishing important objects from their  May experience success with technology backgrounds (leads to skipping words or confusing lines)  May attend to lectures and progress when given visual supports (outlines,  May be able to decode but have trouble with comprehension graphic organizers)  May not be able to initiate or sustain conversation  May increase understanding through the utilization of manipulatives when  May have difficulty communicating their thoughts through speech learning abstract concepts  May not be able to answer specific questions  May have stronger receptive skills  May have difficulty understanding what others say to them and following  May exhibit excellent responses to timely and structured speech interventions directions  May experience advancements when learning is coordinated between school  May have difficulty storing and retrieving and home environments information  May experience gains with modeling, rewards for approximations, and  May have difficulty distinguishing subtle differences in sounds meaningful praise  May hear something different from what a speaker actually says  May progress when communication skills are combined with visuals and  May confuse sounds from several sources technology such as interactive white boards and word processing programs that  May take longer to process the meaning of what is heard include graphics  May understand better when allowed to intermittently paraphrase  May exhibit increased auditory responses when eye contact is established with the speaker  May make progress when metacognitive strategies are learned and applied

Instructional Strategies Reading Writing Mathematics  Have the student paraphrase key information and directions to ensure understanding.  Provide verbal prompts and/or questions that scaffold student comprehension of key information from the text.  Incorporate illustrations and/or graphics into instruction to increase comprehension of concepts.  Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.  Activate and build prior knowledge using anticipation guides, KWL graphic organizers, and quick writes  Provide students with wait time prior to responding orally to comprehension questions  Provide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.  Create Glogster posters to build background knowledge and teach concepts in an interactive environment.  Decrease the complexity of the language in orally presented questions and/or writing prompts.  Provide students with exemplars of grade level proficient work.  Implement personal word walls by subject area or writing task.

1 High Incidence Disabilities Positive Characteristics, Challenges, and Instructional Strategies

Instructional Strategies Reading Writing Mathematics  Teach students how to use and provide access to a (bilingual) dictionary, math dictionary, thesaurus, and rhyming dictionary.  Orally model the critical thinking needed in  Orally model the critical thinking needed in order to proficiently answer reading order to proficiently answer math problems. comprehension questions.  Provide oral and written models of  Provide oral and written models of appropriately answered reading comprehension appropriately answered math problems. questions  Create Clicker 5 books with video content and  Create Clicker 5 books with video content and Internet links to teacher concepts and build Internet links to teacher concepts and build background knowledge background knowledge  Provide students with illustrated and sequential  Provide students with illustrated and sequential reading comprehension strategy cards with math strategy cards with examples for skills examples for skills such as finding the main such as estimating, averaging, finding area, idea, supporting details, sequencing, perimeter, volume, elapsed time, etc. identifying author’s purpose, drawing conclusions, making inferences, distinguishing fact from opinion, summarizing.  Pre-teach key vocabulary through the use of  Pre-teach key vocabulary through the use of word webs, concepts maps, or other graphic word webs, concepts maps, or other graphic organizers both print and electronic. organizers both print and electronic.  Verbally or visually cue students prior to  Verbally or visually cue students prior to asking a question. asking a question.  Provide students with access to Alpha Smarts and teach them how to type using Type to Learn  Create writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.  Provide student access to instructional level  Provide sentence starters/word banks with  Activate prior knowledge and vocabulary by text in cooperation with grade level text. illustrations/graphics. using narrative and informational texts that correlate to the math indicator being taught.  Utilize digital text and screen reader software  Provide sequence cues (“first, next, last”).  Incorporate the use of manipulatives in whole to model reading comprehension strategies in group and small group instruction. whole group, small group, and individual instruction.  Provide opportunities to model fluent reading  Provide students with access to Clicker 5, of grade level texts through choral reading or Write: Outloud, Free Natural Reader, or partner reading. Kurzweil as a talking work processor.  Allow students to record writing assignments using Microsoft Word or Audacity.

Instructional Strategies Reading Writing Mathematics  Provide opportunities for students to orally rehearse prior to beginning the writing process.  Provide students with an illustrated writer’s checklist.  Create writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.  Use print and electronic graphic organizers , word processors, and screen reader software to explicitly teach and model all phases of the writing process in whole group and small group instruction  Use sticky notes to brainstorm and sequence writing.  Provide students with illustrated sequential writer’s process strategy cards for brainstorming, drafting, editing, revising, conferencing, and publishing.

Autism Positive Characteristics Challenges  May have focused interests  May be resistant to change

 May be able to continue ongoing tasks  May have difficulty in expressing needs

 May respond to directed social play through structured group play  May have difficulties with social and pragmatic language

 May follow routines well when there is consistency in scheduling  May laugh (or cry) for reasons not apparent to others

 May achieve understanding through concrete experiences  May prefer to being alone; display an aloof manner

 May have an affinity for tactile stimulation such as differences in texture  May display anxiety and agitation

 May benefit from step-by-step explanations  May have difficulty with reciprocal social interactions

 May benefit when academics are related to life skills  May have hypersensitivity to sensory input (touch, noise, lights, etc.)

 May benefit from additional time to process verbal input  May have little or no eye contact

 May display idiosyncratic play or leisure activities

 May have obsessive attachment to objects and interest in specific topics

 May have an over-sensitivity or under-sensitivity to pain

 May have no awareness of danger

 May have noticeable physical over-activity or extreme under-activity

 May have difficulty with written expression

 May have difficulty responding to verbal cues and novel direction

Instructional Strategy Reading Writing Mathematics  Have the student paraphrase key information and directions to ensure attention and understanding.  Provide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.

Instructional Strategy Reading Writing Mathematics  Verbally or visually cue students prior to asking a question.  Provide students with exemplars of grade level proficient work.  Provide students with a personal agenda complete with tasks to be completed , approximate times, and a timer.  Provide students with a sticky note parking lot on which to jot down ideas, notes, questions, comments.  Model appropriate student behaviors and allow students to practice.  Provide a visual checklist of appropriate behaviors with photographs of the student modeling the appropriate behavior.  Provide verbal and/or visual prompts for task initiation and completion.  Provide opportunities for students to engage in kinesthetic tasks or sensory experiences throughout the instructional block.  Incorporate graphics, videos, photographs, audio, gestures, instructional technology and drama into instruction.  Analyze a task so that each step is clearly defined and outlined.  Check student agenda books to ensure homework assignments are accurately written.  Provide students with a visual window or index card to focus attention on a certain question on a page.  Pair student with an in class study buddy.  Provide student with a quiet area in the classroom in which to work independently.  Distribute in class assignments one at a time as the student completes them.  Give one step, simple directions initially, working up to two- and three-step directions.  Provide positive verbal feedback when student appropriate demonstrates on task behavior.  Model appropriate turn taking skills and provide opportunities for student practice.  Provide students with advanced notice of transition and changes to classroom routines.  Use realia/manipulatives to maintain student attention.  Provide student with privacy folder.  Provide students with illustrated and sequential reading, writing, and math strategy cards with examples.  Develop a daily self evaluative behavior rubric for the student with a reward system.  Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.  Incorporate real world examples into instruction.  Provide verbal prompts and/or questions that scaffold student comprehension of key information from the text.  Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.  Activate and build prior knowledge using anticipation guides, KWL graphic organizers, and quick writes  Provide students with wait time prior to responding orally to comprehension questions  Provide students with access to Alpha Smarts and teach them how to type using Type to Learn  Create writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.  Provide students with access to Clicker 5, Write: Outloud, Free Natural Reader, or Kurzweil as a talking work processor.  Allow students to record writing assignments using Microsoft Word or Audacity.  Model appropriate pragmatic language.

Instructional Strategy Reading Writing Mathematics  Provide opportunities for responding from the point of view of another person.  Provide verbal and picture cues for answering “WH” and how questions.  Provide opportunities for students to demonstrate mastery through the use of selected response questions and cloze activities.  Provide a choice in classwork assignments and activities.  Model and provide opportunities for student to student discourse, cooperative learning activities, and giving and receiving feedback on instructional tasks.

Speech or Language Impairment Positive Characteristics Challenges  May experience gains with visual support for orally presented information  May have trouble understanding directions  May respond better to instructions that are broken down into smaller steps  May have trouble understanding lengthy and/or complex language  May respond better to instructions with simplified syntax  May have trouble expressing and/or organizing thoughts and ideas  May respond better to small group discussion than large group instruction  May have trouble formulating questions  May be more responsive when provided with time to formulate thoughts or  May have difficulty understanding curriculum vocabulary ideas  May have trouble clearly articulating speech or speaking fluently  May be more successful with teacher modeling  May have trouble modulating speaking volume  May participate more successfully with opportunities to respond in short  May be reluctant to speak or participate in oral discussions/presentations phrases  May have difficulty engaging in conversation/chit chat with peers  May be reluctant to ask for clarification or assistance

Instructional Strategies Reading Writing Mathematics  Have the student paraphrase key information and directions to ensure understanding.  Provide verbal prompts and/or questions that scaffold student comprehension of key information from the text.  Incorporate illustrations and/or graphics into instruction to increase comprehension of concepts.  Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.  Activate and build prior knowledge using anticipation guides, KWL graphic organizers, and quick writes  Provide students with wait time prior to responding orally to comprehension questions  Provide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.  Decrease the complexity of the language in orally presented questions and/or writing prompts.  Implement personal word walls by subject area or writing task.  Teach students how to use and provide access to a (bilingual) dictionary, math dictionary, thesaurus, and rhyming dictionary.  Orally model the critical thinking needed in order to proficiently answer reading comprehension questions.  Pre-teach key vocabulary through the use of word webs, concepts maps, or other graphic organizers both print and electronic.  Verbally or visually cue students prior to asking a question.  Provide sentence starters/word banks with illustrations/graphics.  Provide sequence cues (“first, next, last”).  Use sticky notes to brainstorm and sequence oral and written.  Use realia/manipulatives to support understanding of abstract concepts.  Provide verbal and picture cues for answering “WH” and how questions.  Embed definitions or use synonyms for any unknown words.  Explain and provide visuals for how words change in their meaning with prefixes and suffixes.  Emphasize key words by adjusting voice, volume and inflection.  Give one step, simple directions initially, working up to two- and three-step directions.

Instructional Strategies Reading Writing Mathematics  Teach new vocabulary and key words with the use of gestures and vocal inflection.  Provide opportunities to model fluent speech through choral reading or partner reading.  Provide opportunities for student-to student discourse or oral rehearsal prior to engaging in writing tasks.  Create writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.

Other Health Impaired (e.g. Attention Deficit Hyperactivity Disorder) Positive Characteristics Challenges  May be responsive to immediate teacher feedback  May have trouble controlling muscle or motor activity

 Most often has the ability to move and learn  May be constantly on the move

 Usually thrives in a non-threatening environment  May flit from task to task without finishing anything

 Usually possesses good cognitive levels  May persevere on one task in which they have found success, ignoring other responsibilities  May benefit from guided practice and modeling of appropriate behaviors  May be unable to differentiate between important and unimportant  Usually can multitask in a well-organized environment stimuli

 May learn well with kinesthetic activities  May be disorganized

 May benefit from color coding of notebooks and texts  May not be able to follow process in an orderly fashion

 Attention may be diverted from task

Instructional Strategies Reading Writing Mathematics  Have the student paraphrase key information and directions to ensure attention and understanding.  Provide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.  Verbally or visually cue students prior to asking a question.  Provide students with exemplars of grade level proficient work.  Provide students with a personal agenda complete with tasks to be completed , approximate times, and a timer.  Provide students with a sticky note parking lot on which to jot down ideas, notes, questions, comments.  Model appropriate student behaviors and allow students to practice.  Provide a visual checklist of appropriate behaviors with photographs of the student modeling the appropriate behavior.  Provide verbal and/or visual prompts for task initiation and completion.  Provide opportunities for students to engage in kinesthetic tasks throughout the instructional block.  Incorporate graphics, videos, photographs, audio, gestures, instructional technology and drama into instruction.  Analyze a task so that each step is clearly defined and outlined.  Check student agenda books to ensure homework assignments are accurately written.  Provide students with a visual window or index card to focus attention on a certain question on a page.  Pair student with an in class study buddy.

Instructional Strategies Reading Writing Mathematics  Provide student with a quiet area in the classroom in which to work independently.  Distribute in class assignments one at a time as the student completes them.  Maintain student attention by adjusting voice pitch, volume, and inflection.  Give one step, simple directions initially, working up to two- and three-step directions.  Provide positive verbal feedback when student appropriate demonstrates on task behavior.  Model appropriate turn taking skills and provide opportunities for student practice.  Provide students with advanced notice of transition and changes to classroom routines.  Use realia/manipulatives to maintain student attention.  Provide student with privacy folder.  Provide students with illustrated and sequential reading, writing, and math strategy cards with examples.  Send weekly homework logs, worksheets, notes, study guides, and long term assignments to parent(s)/guardian(s) via email.  Allow students to submit assignments electronically.  Develop a school home communication system to encourage homework completion.  Develop a daily self evaluative behavior rubric for the student with a reward system.  Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.  Provide students with copies of notes.  Model how to maintain an organized notebook and provide opportunities for students to practice with their own notebooks.  Provide students and parents with a visual checklists such as, “What do I need to take home with me today?” and “What do I need to bring to school with me tomorrow?”