Disability One-Pager Bundle

E q u i p p i n g T e a c h e r s a n d C r e a t i n g D i a l o g u e i n S p e c i a l E d u c a t i o n

Special Needs Classification Basics

ADHD ADHD Skill Gaps ADHD is a subset of the Other Health Impairment classification Executive Functioning characterized by symptoms that include inattention, hyperactivity, and impulsivity. But, these manifest in three Attention & Focus different types of ADHD in which all symptoms mentioned above Organization Time Management do not need to be present. Task Initiation

Resources

Articles Understanding ADHD How Teachers Can Help Every Student Shine Videos New Teacher Survival Guide: ADHD in the Classroom

Research 6 Research-Based Interventions for the Treatment of ADHD in Children DSM-5 details

Difficulty sustaining attention in tasks or play activities Others Who Have Fails to give close attention to detail or makes careless mistakes Achieved Success Difficulty organizing tasks and activities (e.g. difficulty managing sequential tasks, keeping belongings or materials in order, poor time management or fails to meet deadlines) Is easily distracted by extraneous stimuli (which may include unrelated thoughts

What Teachers Should Look For What Teachers Should Say Type 1: Inattentive "Using your positive energy towards (..this..) would Easily distracted; Forgetful; Seems to "space be great! " out"; Struggles to follow directions. "Your creativity is really awesome!" Type 2: Hyperactive "Let's use your energy to motivate your Impulsive; fidgety; is up and about, moving; constantly talking, singing, or humming. classmates." Type 3: Combination "What do you need help with organizing?" Both easily distracted and hyperactive.

Autism Spectrum Disorder ASD Skill Gaps

Autism Spectrum Disorder is a range of conditions that include Social Awareness persistent impairment in reciprocal social communication and Empathy social interaction, restricted or repetitive patterns of behavior or Interpersonal Skills interests present in early childhood* Self Awareness *The term Spectrum refers to the wide range in which the disorder is manifested or expressed depending on the severity of the autistic condition Cognitive Flexibility

Resources

Articles Autism in the Classroom: What Can You Do to Achieve Success? Videos Understanding Autism: A Guide for Secondary School Teachers

Research Autism Speaks names Top Ten Autism Studies of 2017 DSM-5 details Deficits in verbal and non-verbal communication skills Others Who Have Lack of empathy or limited response to the emotions of others Achieved Success Limited or atypical responses to social overtures from others Difficulty initiating of social interaction Inflexible behavior or difficulty coping with change. Repetitive behaviors frequent enough to be obvious to casual observer Difficulty changing focus or switching between activities

What Teachers Should Look For What Teachers Should Say Social/Emotional Concerns Give routine and transition warnings: Difficulties initiating and sustaining friendships "Tomorrow, there will be a change in our Isolated and/or repetitive play schedule. We will be having a fire drill at 10am." Communication Give clear, (no more than) 2-step directions: Monotone type of speech or unusually formal "Please take out your book and open to page Literal interpretation of phrases, sarcasm, jokes, etc. 10." Behavioral Provide a social script: Intense interest on one particular topic, interest or object "Say HI to your neighbor to the right. Then, tell Intense reaction to changes in routine or increased expectations. him/her one thing you did over the weekend." © 2018 Education Modified | [email protected] Disability Overview | Dyscalculia

Dyscalculia Dyscalculia Skill Gaps Math Dyscalculia is a subset of the Specific Learning Disability Counting and Number Sense classification in relation to impairment in mathematical Arithmetic calculation specifically the sub skills of number sense, Accuracy, Fluency of Calculation memorization of arithmetic facts, accurate or fluent calculation, Executive Functioning and accurate math reasoning. Working Memory

Resources

Articles When Math Just Doesn’t Add Up: Understanding Dyscalculia

Videos Understanding Dyscalculia

Research Dyscalculia: From Brain to Education

Websites & Organizations Learning Disabilities Association of America

What Teachers Should Look For What Teachers Should Say "Let's use multi-sensory strategies ... tap your Difficulty associating number symbols with quantity pencil 7 times while you count." or oral numbers. "It's absolutely ok to use your fingers while making Difficulty understanding more vs. less and biggest calculations." vs. smallest "Here are some simple fun games to play that will Unable to count backwards help you understand numbers better." Reluctancy to ask for help because can't put math "You are not alone. There are many other students concepts into words who struggle with numbers." Trouble measuring ingredients "You can take extra time to complete this exercise Struggling to make change at a store if you need it. Don't feel rushed!" © 2018 Education Modified | [email protected] Disability Overview | Dyslexia

Dyslexia Skill Gaps Dyslexia is a subset of the Specific Learning Disability Reading classification in relation to reading, characterized by difficulties Fluency in accurate or fluent word recognition, decoding or spelling. Decoding Spelling Comprehension

Resources Articles Dyslexia in the classroom

Videos Dyslexia & the Brain - Understood.org

Research International Dyslexia Association

DSM-5 details Websites & Organizations Inaccurate or slow and effortful word reading (e.g., reads single Made by Dyslexia words aloud incorrectly or slowly and hesitantly, frequently guesses words, has difficulty sounding out words.) Others Who Have Achieved Difficulty understanding the meaning of what is read (e.g., may read Success text accurately, but no understand sequence, inferences or relationships.) Difficulties with decoding or spelling (e.g., sounds out words incorrectly, may add, omit or substitute vowels or consonants.)

What Teachers Should Look For What Teachers Should Say "I've heard you are really good at (athletics, art, A persistent sense of anxiety associated with school. acting)" Avoids reading altogether. "You are not alone! 15% of ALL people struggle with Avoids school. (Always asking to stay home.) reading." A general challenge with attention and behavior. "It does NOT define you or your intelligence, you are A false portrayal of reading skills. very smart!" A struggle to express the written word. "College is absolutely an option with dyslexia."

Emotional Disturbance Skill Gaps Emotional Disturbance describes a wide range of different Social Emotional Learning disorders and conditions involving anxiety, conduct, eating, Interpersonal Skills mood, obsessive-compulsive or psychiatric that must exist over Responsible Behaviors a long period of time, to a marked degree, and adversely effect Self Management the student’s educational performance.

Resources Articles Students With Emotional Disabilities: Facts About This Vulnerable Population Severe Emotional Disturbances (SED) Classrooms Videos Responding to Challenging Behavior in 3rd Grade

Research Evidence-Based Teaching Strategies for Students With EBD

Websites & Organizations Project Ideal

What Teachers Should Look For What Teachers Should Say

An inability to learn which cannot be explained by "I'm really looking forward to having you in my class." intellectual, sensory or other health factors. "The two of us will work together to make it a great An inability to build or maintain satisfactory year." interpersonal relationships with peers and teachers. "I strive to be a fair teacher and treat everyone in my Inappropriate types of behavior or feelings under class the same." normal circumstances. "What are your favorite things to do when you are not A general pervasive mood of unhappiness or at school?" (build rapport on good days) depression. It's ok if you make a mistake. I don't hold grudges. A tendency to develop physical symptoms or fears Let's make a fresh start." associated with personal or school problems. © 2018 Education Modified | [email protected] Disability Overview | Specific Learning Disability

Specific Learning Disability Skill Gaps Specific Learning Disability is the largest category of disability Speaking and Listening within the IDEA. This disability category includes such Written Expression - conditions as perceptual disabilities, brain injury, minimal brain Reading Fluency and Comprehension dysfunction, dyslexia, dysgraphia, dyscalculia, and Mathematical Calculation developmental aphasia (a type of language disorder). Mathematical Problem Solving

Resources

Articles Specific Learning Disabilities Guide Successful Strategies for Teaching Students with Learning Disabilities Videos Specific Learning Disability Overview

What are Learning Disabilities?

Research The State of Learning Disabilities

Websites Project Ideal

Learning Disabilities Association of America

What Teachers Should Look For What Teachers Should Say

Difficulty reading out loud "I am going to help you learn how to learn." Poor reading comprehension "Your brain just processes information differently.” Struggling to write papers and essays "With the right tools and strategies, you can be Trouble understanding lectures independent and successful in school." Problems following directions "You are capable and together we will figure out how Trouble transforming thoughts into written words to make you a stronger learner." Misreading or miscalculating math problems

Speech & Language Impairment SLI Skill Gaps

Speech and Language Impairment is defined as a Presentation of Ideas

communication disorder such as stuttering, impaired articulation, Articulation, Fluency, a language impairment, or a voice impairment that adversely Voice, Language affects a child’s educational performance. (IDEA) Listening Comprehension

Resources

Articles Communication and Language - Guidelines for Teachers of Students with General Learning Disabilities

Videos American Speech-Language- Hearing Association YouTube channel

Research Specific Language Impairment (Oxford Research)

Websites & Organizations Project Ideal - Speech & Language

What Teachers Should Look For What Teachers Should Say

Students may have difficulty comprehending and I am going to work carefully to make sure you following directions. can understand the directions. May not be able to fully participate in It will be important for you to tell me when you conversations with peers. aren't sure about what to do. May struggle with learning new words. We are going to listen to examples of clear When speaking or writing, students may misuse speakers so you have a good role model. verb tenses or incorrectly sequence words in a I am going to give you lots of chances to practice sentence. speaking - both in class with Whole Group Responses - and after school with just me.