Positive Characteristics, Challenges, and Instructional Strategies

High Incidence Disabilities

Specific Learning Disability
Positive Characteristics / Challenges
· May utilize auditory or kinesthetic/tactile to support instruction
· May increase understanding with the accompaniment of verbal, written, and visual instructions and cues
· May experience success with technology
· May attend to lectures and progress when given visual supports (outlines, graphic organizers)
· May increase understanding through the utilization of manipulatives when learning abstract concepts
· May have stronger receptive skills
· May exhibit excellent responses to timely and structured speech interventions
· May experience advancements when learning is coordinated between school and home environments
· May experience gains with modeling, rewards for approximations, and meaningful praise
· May progress when communication skills are combined with visuals and technology such as interactive white boards and word processing programs that 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 / · May see letters and numbers in different positions
· May confuse left-right
· May have difficulty distinguishing important objects from their backgrounds (leads to skipping words or confusing lines)
· May be able to decode but have trouble with comprehension
· May not be able to initiate or sustain conversation
· May have difficulty communicating their thoughts through speech
· May not be able to answer specific questions
· May have difficulty understanding what others say to them and following directions
· May have difficulty storing and retrieving
information
· May have difficulty distinguishing subtle differences in sounds
· May hear something different from what a speaker actually says
· May confuse sounds from several sources
· May take longer to process the meaning of what is heard
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.
· 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. / · Orally model the critical thinking needed in order to proficiently answer math problems.
· Provide oral and written models of appropriately answered reading comprehension questions / · Provide oral and written models of appropriately answered math problems.
· Create Clicker 5 books with video content and Internet links to teacher concepts and build background knowledge / · Create Clicker 5 books with video content and Internet links to teacher concepts and build background knowledge
· Provide students with illustrated and sequential reading comprehension strategy cards with examples for skills such as finding the main idea, supporting details, sequencing, identifying author’s purpose, drawing conclusions, making inferences, distinguishing fact from opinion, summarizing. / · Provide students with illustrated and sequential math strategy cards with examples for skills such as estimating, averaging, finding area, perimeter, volume, elapsed time, etc.
· Pre-teach key vocabulary through the use of word webs, concepts maps, or other graphic organizers both print and electronic. / · 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. / · Verbally or visually cue students prior to 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 text in cooperation with grade level text. / · Provide sentence starters/word banks with illustrations/graphics. / · Activate prior knowledge and vocabulary by using narrative and informational texts that correlate to the math indicator being taught.
· Utilize digital text and screen reader software to model reading comprehension strategies in whole group, small group, and individual instruction. / · Provide sequence cues (“first, next, last”). / · Incorporate the use of manipulatives in whole group and small group instruction.
· Provide opportunities to model fluent reading of grade level texts through choral reading or partner reading. / · 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.
· 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 able to continue ongoing tasks
· May respond to directed social play through structured group play
· May follow routines well when there is consistency in scheduling
· May achieve understanding through concrete experiences
· May have an affinity for tactile stimulation such as differences in texture
· May benefit from step-by-step explanations
· May benefit when academics are related to life skills
· May benefit from additional time to process verbal input / · May be resistant to change
· May have difficulty in expressing needs
· May have difficulties with social and pragmatic language
· May laugh (or cry) for reasons not apparent to others
· May prefer to being alone; display an aloof manner
· May display anxiety and agitation
· May have difficulty with reciprocal social interactions
· May have hypersensitivity to sensory input (touch, noise, lights, etc.)
· 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.
· 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.
· 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 respond better to instructions that are broken down into smaller steps
· May respond better to instructions with simplified syntax
· May respond better to small group discussion than large group instruction
· May be more responsive when provided with time to formulate thoughts or ideas
· May be more successful with teacher modeling
· May participate more successfully with opportunities to respond in short phrases / · May have trouble understanding directions
· May have trouble understanding lengthy and/or complex language
· May have trouble expressing and/or organizing thoughts and ideas
· May have trouble formulating questions
· May have difficulty understanding curriculum vocabulary
· May have trouble clearly articulating speech or speaking fluently
· May have trouble modulating speaking volume
· May be reluctant to speak or participate in oral discussions/presentations
· 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.